Daily Papers

Teaching to improve student models (e.g., knowledge distillation) is an extensively studied methodology in LLMs. However, for humans, teaching not only improves students but also improves teachers. We ask: Can LLMs also learn by teaching (LbT)? If yes, we can potentially unlock the possibility of continuously advancing the models without solely relying on human-produced data or stronger models. In this paper, we provide a preliminary exploration of this ambitious agenda. We show that LbT ideas can be incorporated into existing LLM training/prompting pipelines and provide noticeable improvements. Specifically, we design three methods, each mimicking one of the three levels of LbT in humans: observing students' feedback, learning from the feedback, and learning iteratively, with the goals of improving answer accuracy without training and improving models' inherent capability with fine-tuning. The findings are encouraging. For example, similar to LbT in human, we see that: (1) LbT can induce weak-to-strong generalization: strong models can improve themselves by teaching other weak models; (2) Diversity in students might help: teaching multiple students could be better than teaching one student or the teacher itself. We hope that this early promise can inspire future research on LbT and more broadly adopting the advanced techniques in education to improve LLMs. The code is available at https://github.com/imagination-research/lbt.

This work investigates large language models (LLMs) as teachable agents for learning by teaching (LBT). LBT with teachable agents helps learners identify their knowledge gaps and discover new knowledge. However, teachable agents require expensive programming of subject-specific knowledge. While LLMs as teachable agents can reduce the cost, LLMs' over-competence as tutees discourages learners from teaching. We propose a prompting pipeline that restrains LLMs' competence and makes them initiate "why" and "how" questions for effective knowledge-building. We combined these techniques into TeachYou, an LBT environment for algorithm learning, and AlgoBo, an LLM-based tutee chatbot that can simulate misconceptions and unawareness prescribed in its knowledge state. Our technical evaluation confirmed that our prompting pipeline can effectively configure AlgoBo's problem-solving performance. Through a between-subject study with 40 algorithm novices, we also observed that AlgoBo's questions led to knowledge-dense conversations (effect size=0.73). Lastly, we discuss design implications, cost-efficiency, and personalization of LLM-based teachable agents.

Conversational tutoring systems (CTSs) offer learning experiences driven by natural language interaction. They are known to promote high levels of cognitive engagement and benefit learning outcomes, particularly in reasoning tasks. Nonetheless, the time and cost required to author CTS content is a major obstacle to widespread adoption. In this paper, we introduce a novel type of CTS that leverages the recent advances in large language models (LLMs) in two ways: First, the system induces a tutoring script automatically from a lesson text. Second, the system automates the script orchestration via two LLM-based agents (Ruffle&Riley) with the roles of a student and a professor in a learning-by-teaching format. The system allows a free-form conversation that follows the ITS-typical inner and outer loop structure. In an initial between-subject online user study (N = 100) comparing Ruffle&Riley to simpler QA chatbots and reading activity, we found no significant differences in post-test scores. Nonetheless, in the learning experience survey, Ruffle&Riley users expressed higher ratings of understanding and remembering and further perceived the offered support as more helpful and the conversation as coherent. Our study provides insights for a new generation of scalable CTS technologies.

This paper investigates the intriguing question of whether we can create learning algorithms that automatically generate training data, learning environments, and curricula in order to help AI agents rapidly learn. We show that such algorithms are possible via Generative Teaching Networks (GTNs), a general approach that is, in theory, applicable to supervised, unsupervised, and reinforcement learning, although our experiments only focus on the supervised case. GTNs are deep neural networks that generate data and/or training environments that a learner (e.g. a freshly initialized neural network) trains on for a few SGD steps before being tested on a target task. We then differentiate through the entire learning process via meta-gradients to update the GTN parameters to improve performance on the target task. GTNs have the beneficial property that they can theoretically generate any type of data or training environment, making their potential impact large. This paper introduces GTNs, discusses their potential, and showcases that they can substantially accelerate learning. We also demonstrate a practical and exciting application of GTNs: accelerating the evaluation of candidate architectures for neural architecture search (NAS), which is rate-limited by such evaluations, enabling massive speed-ups in NAS. GTN-NAS improves the NAS state of the art, finding higher performing architectures when controlling for the search proposal mechanism. GTN-NAS also is competitive with the overall state of the art approaches, which achieve top performance while using orders of magnitude less computation than typical NAS methods. Speculating forward, GTNs may represent a first step toward the ambitious goal of algorithms that generate their own training data and, in doing so, open a variety of interesting new research questions and directions.

Reinforcement Learning (RL) has emerged as a popular training paradigm, particularly when paired with reasoning models. While effective, it primarily focuses on generating responses and lacks mechanisms to explicitly foster critique or reflection. Several recent studies, like Critique-Fine-Tuning (CFT) and Critique-Guided-Distillation (CGD) have shown the benefits of explicitly teaching LLMs how to critique. Motivated by them, we propose Critique Reinforcement Learning (CRL), where the model is tasked with generating a critique for a given (question, solution) pair. The reward is determined solely by whether the final judgment label c in {True, False} of the generated critique aligns with the ground-truth judgment c^*. Building on this point, we introduce Critique-Coder, which is trained on a hybrid of RL and CRL by substituting 20\% of the standard RL data with CRL data. We fine-tune multiple models (Critique-Coder) and evaluate them on different benchmarks to show their advantages over RL-only models. We show that Critique-Coder consistently outperforms RL-only baselines on all the evaluated benchmarks. Notably, our Critique-Coder-8B can reach over 60\% on LiveCodeBench (v5), outperforming other reasoning models like DeepCoder-14B and GPT-o1. Beyond code generation, Critique-Coder also demonstrates enhanced general reasoning abilities, as evidenced by its better performance on logic reasoning tasks from the BBEH dataset. This indicates that the application of CRL on coding datasets enhances general reasoning and critique abilities, which are transferable across a broad range of tasks. Hence, we believe that CRL works as a great complement to standard RL for LLM reasoning.

Large Language Models (LLMs) have shown strong performance on programming tasks, but can they generate student-like code like real students - imperfect, iterative, and stylistically diverse? We present ParaStudent, a systematic study of LLM-based "student-like" code generation in an introductory programming course setting. Using a dataset of timestamped student submissions across multiple semesters, we design low- and high-resolution experiments to model student progress and evaluate code outputs along semantic, functional, and stylistic dimensions. Our results show that fine-tuning significantly improves alignment with real student trajectories and captures error patterns, incremental improvements, and stylistic variations more faithfully. This study shows that modeling realistic student code requires capturing learning dynamics through context-aware generation, temporal modeling, and multi-dimensional evaluation. Code for experiments and evaluation is available at https://github.com/mmiroyan/ParaStudent.

Recent studies have demonstrated the effectiveness of LLM test-time scaling. However, existing approaches to incentivize LLMs' deep thinking abilities generally require large-scale data or significant training efforts. Meanwhile, it remains unclear how to improve the thinking abilities of less powerful base models. In this work, we introduce S^2R, an efficient framework that enhances LLM reasoning by teaching models to self-verify and self-correct during inference. Specifically, we first initialize LLMs with iterative self-verification and self-correction behaviors through supervised fine-tuning on carefully curated data. The self-verification and self-correction skills are then further strengthened by both outcome-level and process-level reinforcement learning, with minimized resource requirements, enabling the model to adaptively refine its reasoning process during inference. Our results demonstrate that, with only 3.1k self-verifying and self-correcting behavior initialization samples, Qwen2.5-math-7B achieves an accuracy improvement from 51.0\% to 81.6\%, outperforming models trained on an equivalent amount of long-CoT distilled data. Extensive experiments and analysis based on three base models across both in-domain and out-of-domain benchmarks validate the effectiveness of S^2R. Our code and data are available at https://github.com/NineAbyss/S2R.

Long chain-of-thought~(CoT) has become a dominant paradigm for enhancing the reasoning capability of large reasoning models~(LRMs); however, the performance gains often come with a substantial increase in reasoning budget. Recent studies show that existing CoT paradigms tend to induce systematic overthinking, unnecessarily coupling reasoning capability with reasoning cost. Most prior approaches reduce token usage through post hoc techniques such as token compression, truncation, or length penalties, without explicitly addressing the core mechanisms of reasoning. We propose Draft-Thinking, which guides models to first learn a concise draft-style reasoning structure that retains only the critical reasoning steps. Through a progressive curriculum learning, the model stably internalizes this efficient reasoning pattern as its capability scales. Moreover, Draft-Thinking introduces adaptive prompting, which elevates reasoning depth to a flexible, model-selectable behavior. Extensive experiments demonstrate that Draft-Thinking substantially reduces reasoning budget while largely preserving reasoning performance; for example, on MATH500, it achieves an 82.6\% reduction in reasoning budget at the cost of only a 2.6\% performance drop.

Self-supervised pretraining has made few-shot learning possible for many NLP tasks. But the pretraining objectives are not typically adapted specifically for in-context few-shot learning. In this paper, we propose to use self-supervision in an intermediate training stage between pretraining and downstream few-shot usage with the goal to teach the model to perform in-context few shot learning. We propose and evaluate four self-supervised objectives on two benchmarks. We find that the intermediate self-supervision stage produces models that outperform strong baselines. Ablation study shows that several factors affect the downstream performance, such as the amount of training data and the diversity of the self-supervised objectives. Human-annotated cross-task supervision and self-supervision are complementary. Qualitative analysis suggests that the self-supervised-trained models are better at following task requirements.

Human teaching effort is a significant bottleneck for the broader applicability of interactive imitation learning. To reduce the number of required queries, existing methods employ active learning to query the human teacher only in uncertain, risky, or novel situations. However, during these queries, the novice's planned actions are not utilized despite containing valuable information, such as the novice's capabilities, as well as corresponding uncertainty levels. To this end, we allow the novice to say: "I plan to do this, but I am uncertain." We introduce the Active Skill-level Data Aggregation (ASkDAgger) framework, which leverages teacher feedback on the novice plan in three key ways: (1) S-Aware Gating (SAG): Adjusts the gating threshold to track sensitivity, specificity, or a minimum success rate; (2) Foresight Interactive Experience Replay (FIER), which recasts valid and relabeled novice action plans into demonstrations; and (3) Prioritized Interactive Experience Replay (PIER), which prioritizes replay based on uncertainty, novice success, and demonstration age. Together, these components balance query frequency with failure incidence, reduce the number of required demonstration annotations, improve generalization, and speed up adaptation to changing domains. We validate the effectiveness of ASkDAgger through language-conditioned manipulation tasks in both simulation and real-world environments. Code, data, and videos are available at https://askdagger.github.io.

Factual hallucination remains a central challenge for large language models (LLMs). Existing mitigation approaches primarily rely on either external post-hoc verification or mapping uncertainty directly to abstention during fine-tuning, often resulting in overly conservative behavior. We propose VeriFY, a training-time framework that teaches LLMs to reason about factual uncertainty through consistency-based self-verification. VeriFY augments training with structured verification traces that guide the model to produce an initial answer, generate and answer a probing verification query, issue a consistency judgment, and then decide whether to answer or abstain. To address the risk of reinforcing hallucinated content when training on augmented traces, we introduce a stage-level loss masking approach that excludes hallucinated answer stages from the training objective while preserving supervision over verification behavior. Across multiple model families and scales, VeriFY reduces factual hallucination rates by 9.7 to 53.3 percent, with only modest reductions in recall (0.4 to 5.7 percent), and generalizes across datasets when trained on a single source. The source code, training data, and trained model checkpoints will be released upon acceptance.

Reinforcement Learning Finetuning (RFT) has significantly advanced the reasoning capabilities of large language models (LLMs) by enabling long chains of thought, self-correction, and effective tool use. While recent works attempt to extend RFT to vision-language models (VLMs), these efforts largely produce text-only reasoning conditioned on static image inputs, falling short of true multimodal reasoning in the response. In contrast, test-time methods like Visual Sketchpad incorporate visual steps but lack training mechanisms. We introduce VTool-R1, the first framework that trains VLMs to generate multimodal chains of thought by interleaving text and intermediate visual reasoning steps. VTool-R1 integrates Python-based visual editing tools into the RFT process, enabling VLMs to learn when and how to generate visual reasoning steps that benefit final reasoning. Trained with outcome-based rewards tied to task accuracy, our approach elicits strategic visual tool use for reasoning without relying on process-based supervision. Experiments on structured visual question answering over charts and tables show that VTool-R1 enhances reasoning performance by teaching VLMs to "think with images" and generate multimodal chain of thoughts with tools.

RL-based agentic search enables LLMs to solve complex questions via dynamic planning and external search. While this approach significantly enhances accuracy with agent policies optimized via large-scale reinforcement learning, we identify a critical gap in reliability: these agents fail to recognize their reasoning boundaries and rarely admit ``I DON'T KNOW'' (IDK) even when evidence is insufficient or reasoning reaches its limit. The lack of reliability often leads to plausible but unreliable answers, introducing significant risks in many real-world scenarios. To this end, we propose Boundary-Aware Policy Optimization (BAPO), a novel RL framework designed to cultivate reliable boundary awareness without compromising accuracy. BAPO introduces two key components: (i) a group-based boundary-aware reward that encourages an IDK response only when the reasoning reaches its limit, and (ii) an adaptive reward modulator that strategically suspends this reward during early exploration, preventing the model from exploiting IDK as a shortcut. Extensive experiments on four benchmarks demonstrate that BAPO substantially enhances the overall reliability of agentic search.

Large reasoning models (LRMs) "think" by generating structured chain-of-thought (CoT) before producing a final answer, yet they still lack the ability to reason critically about safety alignment and are easily biased when a flawed premise is injected into their thought process. We propose RECAP (Robust Safety Alignment via Counter-Aligned Prefilling), a principled reinforcement learning (RL) method for post-training that explicitly teaches models to override flawed reasoning trajectories and reroute to safe and helpful responses. RECAP trains on a mixture of synthetically generated counter-aligned CoT prefills and standard prompts, requires no additional training cost or modifications beyond vanilla reinforcement learning from human feedback (RLHF), and substantially improves safety and jailbreak robustness, reduces overrefusal, and preserves core reasoning capability -- all while maintaining inference token budget. Extensive analysis shows that RECAP-trained models engage in self-reflection more frequently and remain robust under adaptive attacks, preserving safety even after repeated attempts to override their reasoning.

We introduce SAIL-RL, a reinforcement learning (RL) post-training framework that enhances the reasoning capabilities of multimodal large language models (MLLMs) by teaching them when and how to think. Existing approaches are limited by outcome-only supervision, which rewards correct answers without ensuring sound reasoning, and by uniform thinking strategies, which often lead to overthinking on simple tasks and underthinking on complex ones. SAIL-RL addresses these challenges with a dual reward system: the Thinking Reward, which evaluates reasoning quality through factual grounding, logical coherence, and answer consistency, and the Judging Reward, which adaptively determines whether deep reasoning or direct answering is appropriate. Experiments on the state-of-the-art SAIL-VL2 show that SAIL-RL improves reasoning and multimodal understanding benchmarks at both 4B and 8B scales, achieving competitive performance against commercial closed-source models such as GPT-4o, and substantially reduces hallucinations, establishing it as a principled framework for building more reliable and adaptive MLLMs. The code will be available at https://github.com/BytedanceDouyinContent/SAIL-RL.

Aligning Large Language Models (LLMs) with human intentions and values is crucial yet challenging. Current methods primarily rely on human preferences, which are costly and insufficient in capturing nuanced feedback expressed in natural language. In this paper, we present Self-Refinement Tuning (SRT), a method that leverages model feedback for alignment, thereby reducing reliance on human annotations. SRT uses a base language model (e.g., Tulu2) to generate initial responses, which are critiqued and refined by a more advanced model (e.g., GPT-4-Turbo). This process enables the base model to self-evaluate and improve its outputs, facilitating continuous learning. SRT further optimizes the model by learning from its self-generated feedback and refinements, creating a feedback loop that promotes model improvement. Our empirical evaluations demonstrate that SRT significantly outperforms strong baselines across diverse tasks and model sizes. When applied to a 70B parameter model, SRT increases the win rate from 9.6\% to 25.8\% on the AlpacaEval 2.0 benchmark, surpassing well-established systems such as GPT-4-0314, Claude 2, and Gemini. Our analysis highlights the crucial role of language feedback in the success of SRT, suggesting potential for further exploration in this direction.

In order to understand the in-context learning phenomenon, recent works have adopted a stylized experimental framework and demonstrated that Transformers can learn gradient-based learning algorithms for various classes of real-valued functions. However, the limitations of Transformers in implementing learning algorithms, and their ability to learn other forms of algorithms are not well understood. Additionally, the degree to which these capabilities are confined to attention-based models is unclear. Furthermore, it remains to be seen whether the insights derived from these stylized settings can be extrapolated to pretrained Large Language Models (LLMs). In this work, we take a step towards answering these questions by demonstrating the following: (a) On a test-bed with a variety of Boolean function classes, we find that Transformers can nearly match the optimal learning algorithm for 'simpler' tasks, while their performance deteriorates on more 'complex' tasks. Additionally, we find that certain attention-free models perform (almost) identically to Transformers on a range of tasks. (b) When provided a teaching sequence, i.e. a set of examples that uniquely identifies a function in a class, we show that Transformers learn more sample-efficiently. Interestingly, our results show that Transformers can learn to implement two distinct algorithms to solve a single task, and can adaptively select the more sample-efficient algorithm depending on the sequence of in-context examples. (c) Lastly, we show that extant LLMs, e.g. LLaMA-2, GPT-4, can compete with nearest-neighbor baselines on prediction tasks that are guaranteed to not be in their training set.

With the rise of powerful closed-sourced LLMs (ChatGPT, GPT-4), there are increasing interests in distilling the capabilies of close-sourced LLMs to smaller open-sourced LLMs. Previous distillation methods usually prompt ChatGPT to generate a set of instructions and answers, for the student model to learn. However, such standard distillation approach neglects the merits and conditions of the student model. Inspired by modern teaching principles, we design a personalised distillation process, in which the student attempts to solve a task first, then the teacher provides an adaptive refinement for the student to improve. Instead of feeding the student with teacher's prior, personalised distillation enables personalised learning for the student model, as it only learns on examples it makes mistakes upon and learns to improve its own solution. On code generation, personalised distillation consistently outperforms standard distillation with only one third of the data. With only 2.5-3K personalised examples that incur a data-collection cost of 4-6$, we boost CodeGen-mono-16B by 7% to achieve 36.4% pass@1 and StarCoder by 12.2% to achieve 45.8% pass@1 on HumanEval.

In this paper, we present a novel approach for distilling math word problem solving capabilities from large language models (LLMs) into smaller, more efficient student models. Our approach is designed to consider the student model's weaknesses and foster a tailored learning experience by generating targeted exercises aligned with educational science principles, such as knowledge tracing and personalized learning. Concretely, we let GPT-3 be a math tutor and run two steps iteratively: 1) assessing the student model's current learning status on a GPT-generated exercise book, and 2) improving the student model by training it with tailored exercise samples generated by GPT-3. Experimental results reveal that our approach outperforms LLMs (e.g., GPT-3 and PaLM) in accuracy across three distinct benchmarks while employing significantly fewer parameters. Furthermore, we provide a comprehensive analysis of the various components within our methodology to substantiate their efficacy.

Evaluating the pedagogical capabilities of AI-based tutoring models is critical for making guided progress in the field. Yet, we lack a reliable, easy-to-use, and simple-to-run evaluation that reflects the pedagogical abilities of models. To fill this gap, we present MathTutorBench, an open-source benchmark for holistic tutoring model evaluation. MathTutorBench contains a collection of datasets and metrics that broadly cover tutor abilities as defined by learning sciences research in dialog-based teaching. To score the pedagogical quality of open-ended teacher responses, we train a reward model and show it can discriminate expert from novice teacher responses with high accuracy. We evaluate a wide set of closed- and open-weight models on MathTutorBench and find that subject expertise, indicated by solving ability, does not immediately translate to good teaching. Rather, pedagogy and subject expertise appear to form a trade-off that is navigated by the degree of tutoring specialization of the model. Furthermore, tutoring appears to become more challenging in longer dialogs, where simpler questioning strategies begin to fail. We release the benchmark, code, and leaderboard openly to enable rapid benchmarking of future models.

We introduce a new method of generating Computer Aided Design (CAD) profiles via a sequence of simple geometric constructions including curve offsetting, rotations and intersections. These sequences start with geometry provided by a designer and build up the points and curves of the final profile step by step. We demonstrate that adding construction steps between the designer's input geometry and the final profile improves generation quality in a similar way to the introduction of a chain of thought in language models. Similar to the constraints in a parametric CAD model, the construction sequences reduce the degrees of freedom in the modeled shape to a small set of parameter values which can be adjusted by the designer, allowing parametric editing with the constructed geometry evaluated to floating point precision. In addition we show that applying reinforcement learning to the construction sequences gives further improvements over a wide range of metrics, including some which were not explicitly optimized.

Recent advances in Vision-Language Models (VLMs) have enabled mobile agents to perceive and interact with real-world mobile environments based on human instructions. However, the current fully autonomous paradigm poses potential safety risks when model understanding or reasoning capabilities are insufficient. To address this challenge, we first introduce InquireBench, a comprehensive benchmark specifically designed to evaluate mobile agents' capabilities in safe interaction and proactive inquiry with users, encompassing 5 categories and 22 sub-categories, where most existing VLM-based agents demonstrate near-zero performance. In this paper, we aim to develop an interactive system that actively seeks human confirmation at critical decision points. To achieve this, we propose InquireMobile, a novel model inspired by reinforcement learning, featuring a two-stage training strategy and an interactive pre-action reasoning mechanism. Finally, our model achieves an 46.8% improvement in inquiry success rate and the best overall success rate among existing baselines on InquireBench. We will open-source all datasets, models, and evaluation codes to facilitate development in both academia and industry.

Equipping Large Language Models (LLMs) with external tools enables them to solve complex real-world problems. However, the robustness of existing methods remains a critical challenge when confronting novel or evolving tools. Existing trajectory-centric paradigms primarily rely on memorizing static solution paths during training, which limits the ability of LLMs to generalize tool usage to newly introduced or previously unseen tools. In this paper, we propose ToolMaster, a framework that shifts tool use from imitating golden tool-calling trajectories to actively learning tool usage through interaction with the environment. To optimize LLMs for tool planning and invocation, ToolMaster adopts a trial-and-execution paradigm, which trains LLMs to first imitate teacher-generated trajectories containing explicit tool trials and self-correction, followed by reinforcement learning to coordinate the trial and execution phases jointly. This process enables agents to autonomously explore correct tool usage by actively interacting with environments and forming experiential knowledge that benefits tool execution. Experimental results demonstrate that ToolMaster significantly outperforms existing baselines in terms of generalization and robustness across unseen or unfamiliar tools. All code and data are available at https://github.com/NEUIR/ToolMaster.

Reinforcement Learning from Human Feedback (RLHF) has emerged as a dominant approach for aligning LLM outputs with human preferences. Inspired by the success of RLHF, we study the performance of multiple algorithms that learn from feedback (Expert Iteration, Proximal Policy Optimization (PPO), Return-Conditioned RL) on improving LLM reasoning capabilities. We investigate both sparse and dense rewards provided to the LLM both heuristically and via a learned reward model. We additionally start from multiple model sizes and initializations both with and without supervised fine-tuning (SFT) data. Overall, we find all algorithms perform comparably, with Expert Iteration performing best in most cases. Surprisingly, we find the sample complexity of Expert Iteration is similar to that of PPO, requiring at most on the order of 10^6 samples to converge from a pretrained checkpoint. We investigate why this is the case, concluding that during RL training models fail to explore significantly beyond solutions already produced by SFT models. Additionally, we discuss a trade off between maj@1 and pass@96 metric performance during SFT training and how conversely RL training improves both simultaneously. We then conclude by discussing the implications of our findings for RLHF and the future role of RL in LLM fine-tuning.

Identifying how much a model {p}_{theta}(Y|X) knows about the stochastic real-world process p(Y|X) it was trained on is important to ensure it avoids producing incorrect or "hallucinated" answers or taking unsafe actions. But this is difficult for generative models because probabilistic predictions do not distinguish between per-response noise (aleatoric uncertainty) and lack of knowledge about the process (epistemic uncertainty), and existing epistemic uncertainty quantification techniques tend to be overconfident when the model underfits. We propose a general strategy for teaching a model to both approximate p(Y|X) and also estimate the remaining gaps between {p}_{theta}(Y|X) and p(Y|X): train it to predict pairs of independent responses drawn from the true conditional distribution, allow it to "cheat" by observing one response while predicting the other, then measure how much it cheats. Remarkably, we prove that being good at cheating (i.e. cheating whenever it improves your prediction) is equivalent to being second-order calibrated, a principled extension of ordinary calibration that allows us to construct provably-correct frequentist confidence intervals for p(Y|X) and detect incorrect responses with high probability. We demonstrate empirically that our approach accurately estimates how much models don't know across ambiguous image classification, (synthetic) language modeling, and partially-observable navigation tasks, outperforming existing techniques.

When leveraging language models for reasoning tasks, generating explicit chain-of-thought (CoT) steps often proves essential for achieving high accuracy in final outputs. In this paper, we investigate if models can be taught to internalize these CoT steps. To this end, we propose a simple yet effective method for internalizing CoT steps: starting with a model trained for explicit CoT reasoning, we gradually remove the intermediate steps and finetune the model. This process allows the model to internalize the intermediate reasoning steps, thus simplifying the reasoning process while maintaining high performance. Our approach enables a GPT-2 Small model to solve 9-by-9 multiplication with up to 99% accuracy, whereas standard training cannot solve beyond 4-by-4 multiplication. Furthermore, our method proves effective on larger language models, such as Mistral 7B, achieving over 50% accuracy on GSM8K without producing any intermediate steps.

With the ever-increasing growth of online recruitment data, job-resume matching has become an important task to automatically match jobs with suitable resumes. This task is typically casted as a supervised text matching problem. Supervised learning is powerful when the labeled data is sufficient. However, on online recruitment platforms, job-resume interaction data is sparse and noisy, which affects the performance of job-resume match algorithms. To alleviate these problems, in this paper, we propose a novel multi-view co-teaching network from sparse interaction data for job-resume matching. Our network consists of two major components, namely text-based matching model and relation-based matching model. The two parts capture semantic compatibility in two different views, and complement each other. In order to address the challenges from sparse and noisy data, we design two specific strategies to combine the two components. First, two components share the learned parameters or representations, so that the original representations of each component can be enhanced. More importantly, we adopt a co-teaching mechanism to reduce the influence of noise in training data. The core idea is to let the two components help each other by selecting more reliable training instances. The two strategies focus on representation enhancement and data enhancement, respectively. Compared with pure text-based matching models, the proposed approach is able to learn better data representations from limited or even sparse interaction data, which is more resistible to noise in training data. Experiment results have demonstrated that our model is able to outperform state-of-the-art methods for job-resume matching.

We introduce ASTRO, the "Autoregressive Search-Taught Reasoner", a framework for training language models to reason like search algorithms, explicitly leveraging self-reflection, backtracking, and exploration in their outputs. Recently, training large language models (LLMs) via reinforcement learning (RL) has led to the advent of reasoning models with greatly enhanced reasoning capabilities. Open-source replications of reasoning models, while successful, build upon models that already exhibit strong reasoning capabilities along with search behavior observed even before RL. As a result, it is yet unclear how to boost the reasoning capabilities of other non-reasoner models including Llama 3. ASTRO teaches such models to internalize structured search behavior through a synthetic dataset derived from Monte Carlo Tree Search (MCTS) over mathematical problem-solving trajectories. By converting search traces into natural language chain-of-thoughts that capture both successes and recoveries from failure, ASTRO bootstraps models with a rich prior for exploration during RL. We finetune our models on these search-derived traces and further improve performance via RL with verifiable rewards. We apply ASTRO to the Llama 3 family of models and achieve absolute performance gains of 16.0% on MATH-500, 26.9% on AMC 2023, and 20.0% on AIME 2024, especially improving upon challenging problems that require iterative correction. Our results demonstrate that search-inspired training offers a principled way to instill robust reasoning capabilities into open LLMs.

The rapid emergence of diverse large language models (LLMs) has spurred the development of LLM routers that assign user queries to the most suitable model. However, existing LLM routers typically perform a single-round, one-to-one mapping (i.e., assigning each query to a single model in isolation), which limits their capability to tackle complex tasks that demand the complementary strengths of multiple LLMs. In this paper, we present Router-R1, a reinforcement learning (RL)-based framework that formulates multi-LLM routing and aggregation as a sequential decision process. Router-R1 instantiates the router itself as a capable LLM, leveraging its reasoning ability to interleave "think" actions (internal deliberation) with "route" actions (dynamic model invocation), and integrates each response into its evolving context. To guide learning, we employ a lightweight rule-based reward comprising format rewards, final outcome rewards, and a novel cost reward for performance and cost trade-off optimization, opening a pathway toward optimizing performance-cost tradeoffs via RL. Router-R1 also conditions only on simple model descriptors such as pricing, latency, and example performance, enabling strong generalization to unseen model selection. Experiments on seven general and multi-hop QA benchmarks show that Router-R1 outperforms over several strong baselines, achieving superior performance while maintaining robust generalization and cost management.Code is available at https://github.com/ulab-uiuc/Router-R1.

Although Large Language Models (LLMs) have demonstrated remarkable progress, their proficiency in graph-related tasks remains notably limited, hindering the development of truly general-purpose models. Previous attempts, including pretraining graph foundation models or employing supervised fine-tuning, often face challenges such as the scarcity of large-scale, universally represented graph data. We introduce G1, a simple yet effective approach demonstrating that Reinforcement Learning (RL) on synthetic graph-theoretic tasks can significantly scale LLMs' graph reasoning abilities. To enable RL training, we curate Erd\~os, the largest graph reasoning dataset to date comprising 50 diverse graph-theoretic tasks of varying difficulty levels, 100k training data and 5k test data, all drived from real-world graphs. With RL on Erd\~os, G1 obtains substantial improvements in graph reasoning, where our finetuned 3B model even outperforms Qwen2.5-72B-Instruct (24x size). RL-trained models also show strong zero-shot generalization to unseen tasks, domains, and graph encoding schemes, including other graph-theoretic benchmarks as well as real-world node classification and link prediction tasks, without compromising general reasoning abilities. Our findings offer an efficient, scalable path for building strong graph reasoners by finetuning LLMs with RL on graph-theoretic tasks, which combines the strengths of pretrained LLM capabilities with abundant, automatically generated synthetic data, suggesting that LLMs possess graph understanding abilities that RL can elicit successfully.

Question-answering datasets require a broad set of reasoning skills. We show how to use question decompositions to teach language models these broad reasoning skills in a robust fashion. Specifically, we use widely available QDMR representations to programmatically create hard-to-cheat synthetic contexts for real questions in six multi-step reasoning datasets. These contexts are carefully designed to avoid reasoning shortcuts prevalent in real contexts that prevent models from learning the right skills. This results in a pretraining dataset, named TeaBReaC, containing 525K multi-step questions (with associated formal programs) covering about 900 reasoning patterns. We show that pretraining standard language models (LMs) on TeaBReaC before fine-tuning them on target datasets improves their performance by up to 13 F1 points across 4 multi-step QA datasets, with up to 21 point gain on more complex questions. The resulting models also demonstrate higher robustness, with a 5-8 F1 point improvement on two contrast sets. Furthermore, TeaBReaC pretraining substantially improves model performance and robustness even when starting with numerate LMs pretrained using recent methods (e.g., PReasM, POET). Our work thus shows how to effectively use decomposition-guided contexts to robustly teach multi-step reasoning.

Teaching large language models (LLMs) to critique and refine their outputs is crucial for building systems that can iteratively improve, yet it is fundamentally limited by the ability to provide accurate judgments and actionable suggestions. In this work, we study LLM critics for code generation and propose CTRL, a framework for Critic Training via Reinforcement Learning, which trains a critic model to generate feedback that maximizes correction performance for a fixed generator model without human supervision. Our results demonstrate that critics trained with CTRL significantly enhance pass rates and mitigate compounding errors across both base and stronger generator models. Furthermore, we show that these critic models act as accurate generative reward models and enable test-time scaling through iterative critique-revision, achieving up to 106.1% relative improvements across challenging code generation benchmarks.

Since the first instances of online education, where courses were uploaded to accessible and shared online platforms, this form of scaling the dissemination of human knowledge to reach a broader audience has sparked extensive discussion and widespread adoption. Recognizing that personalized learning still holds significant potential for improvement, new AI technologies have been continuously integrated into this learning format, resulting in a variety of educational AI applications such as educational recommendation and intelligent tutoring. The emergence of intelligence in large language models (LLMs) has allowed for these educational enhancements to be built upon a unified foundational model, enabling deeper integration. In this context, we propose MAIC (Massive AI-empowered Course), a new form of online education that leverages LLM-driven multi-agent systems to construct an AI-augmented classroom, balancing scalability with adaptivity. Beyond exploring the conceptual framework and technical innovations, we conduct preliminary experiments at Tsinghua University, one of China's leading universities. Drawing from over 100,000 learning records of more than 500 students, we obtain a series of valuable observations and initial analyses. This project will continue to evolve, ultimately aiming to establish a comprehensive open platform that supports and unifies research, technology, and applications in exploring the possibilities of online education in the era of large model AI. We envision this platform as a collaborative hub, bringing together educators, researchers, and innovators to collectively explore the future of AI-driven online education.

Retrieval-Augmented Generation (RAG) enhances large language models (LLMs) by integrating up-to-date external knowledge, yet real-world web environments present unique challenges. These limitations manifest as two key challenges: pervasive misinformation in the web environment, which introduces unreliable or misleading content that can degrade retrieval accuracy, and the underutilization of web tools, which, if effectively employed, could enhance query precision and help mitigate this noise, ultimately improving the retrieval results in RAG systems. To address these issues, we propose WebFilter, a novel RAG framework that generates source-restricted queries and filters out unreliable content. This approach combines a retrieval filtering mechanism with a behavior- and outcome-driven reward strategy, optimizing both query formulation and retrieval outcomes. Extensive experiments demonstrate that WebFilter improves answer quality and retrieval precision, outperforming existing RAG methods on both in-domain and out-of-domain benchmarks.

While Large Language Models (LLMs) have revolutionized code generation, standard "System 1" approaches, generating solutions in a single forward pass, often hit a performance ceiling when faced with complex algorithmic tasks. Existing iterative refinement strategies attempt to bridge this gap at inference time, yet they predominantly rely on external oracles, execution feedback, or computationally expensive prompt-response cycles. In this work, we propose ReflexiCoder, a novel reinforcement learning (RL) framework that internalizes the structured reasoning trajectory, encompassing initial generation, bug and optimization aware reflection, and self-correction, directly into the model's weights. Unlike prior methods, ReflexiCoder shifts the paradigm from external-dependent refinement to an intrinsic, fully autonomous self-reflection and self-correction capabilities at inference time. We utilize an RL-zero training paradigm with granular reward functions to optimize the entire reflection-correction trajectory, teaching the model how to debug without reliance on ground-truth feedback or execution engines at inference time. Extensive experiments across seven benchmarks demonstrate that our ReflexiCoder-8B establishes a new state-of-the-art (SOTA) among leading open-source models in the 1.5B-14B range, achieving 94.51% (87.20%) on HumanEval (Plus), 81.80% (78.57%) on MBPP (Plus), 35.00% on BigCodeBench, 52.21% on LiveCodeBench, and 37.34% on CodeForces in a single-attempt setting, rivaling or surpassing proprietary models like GPT-5.1. Notably, our framework is significantly more token-efficient than base models, reducing inference-time compute overhead by approximately 40% through disciplined, high-speed reasoning and reflection patterns. Source code is available at https://github.com/juyongjiang/ReflexiCoder.

Large language models (LLMs) can transform education, but their optimization for direct question-answering often undermines effective pedagogy which requires strategically withholding answers. To mitigate this, we propose an online reinforcement learning (RL)-based alignment framework that can quickly adapt LLMs into effective tutors using simulated student-tutor interactions by emphasizing pedagogical quality and guided problem-solving over simply giving away answers. We use our method to train a 7B parameter tutor model without human annotations which reaches similar performance to larger proprietary models like LearnLM. We introduce a controllable reward weighting to balance pedagogical support and student solving accuracy, allowing us to trace the Pareto frontier between these two objectives. Our models better preserve reasoning capabilities than single-turn SFT baselines and can optionally enhance interpretability through thinking tags that expose the model's instructional planning.

Emotion Recognition in Conversation (ERC) is a crucial task for understanding human emotions and enabling natural human-computer interaction. Although Large Language Models (LLMs) have recently shown great potential in this field, their ability to capture the intrinsic connections between explicit and implicit emotions remains limited. We propose a novel ERC training framework, PRC-Emo, which integrates Prompt engineering, demonstration Retrieval, and Curriculum learning, with the goal of exploring whether LLMs can effectively perceive emotions in conversational contexts. Specifically, we design emotion-sensitive prompt templates based on both explicit and implicit emotional cues to better guide the model in understanding the speaker's psychological states. We construct the first dedicated demonstration retrieval repository for ERC, which includes training samples from widely used datasets, as well as high-quality dialogue examples generated by LLMs and manually verified. Moreover, we introduce a curriculum learning strategy into the LoRA fine-tuning process, incorporating weighted emotional shifts between same-speaker and different-speaker utterances to assign difficulty levels to dialogue samples, which are then organized in an easy-to-hard training sequence. Experimental results on two benchmark datasets-- IEMOCAP and MELD --show that our method achieves new state-of-the-art (SOTA) performance, demonstrating the effectiveness and generalizability of our approach in improving LLM-based emotional understanding.

A central piece in enabling intelligent agentic behavior in foundation models is to make them capable of introspecting upon their behavior, reasoning, and correcting their mistakes as more computation or interaction is available. Even the strongest proprietary large language models (LLMs) do not quite exhibit the ability of continually improving their responses sequentially, even in scenarios where they are explicitly told that they are making a mistake. In this paper, we develop RISE: Recursive IntroSpEction, an approach for fine-tuning LLMs to introduce this capability, despite prior work hypothesizing that this capability may not be possible to attain. Our approach prescribes an iterative fine-tuning procedure, which attempts to teach the model how to alter its response after having executed previously unsuccessful attempts to solve a hard test-time problem, with optionally additional environment feedback. RISE poses fine-tuning for a single-turn prompt as solving a multi-turn Markov decision process (MDP), where the initial state is the prompt. Inspired by principles in online imitation learning and reinforcement learning, we propose strategies for multi-turn data collection and training so as to imbue an LLM with the capability to recursively detect and correct its previous mistakes in subsequent iterations. Our experiments show that RISE enables Llama2, Llama3, and Mistral models to improve themselves with more turns on math reasoning tasks, outperforming several single-turn strategies given an equal amount of inference-time computation. We also find that RISE scales well, often attaining larger benefits with more capable models. Our analysis shows that RISE makes meaningful improvements to responses to arrive at the correct solution for challenging prompts, without disrupting one-turn abilities as a result of expressing more complex distributions.

Imitation learning is a popular approach for teaching motor skills to robots. However, most approaches focus on extracting policy parameters from execution traces alone (i.e., motion trajectories and perceptual data). No adequate communication channel exists between the human expert and the robot to describe critical aspects of the task, such as the properties of the target object or the intended shape of the motion. Motivated by insights into the human teaching process, we introduce a method for incorporating unstructured natural language into imitation learning. At training time, the expert can provide demonstrations along with verbal descriptions in order to describe the underlying intent (e.g., "go to the large green bowl"). The training process then interrelates these two modalities to encode the correlations between language, perception, and motion. The resulting language-conditioned visuomotor policies can be conditioned at runtime on new human commands and instructions, which allows for more fine-grained control over the trained policies while also reducing situational ambiguity. We demonstrate in a set of simulation experiments how our approach can learn language-conditioned manipulation policies for a seven-degree-of-freedom robot arm and compare the results to a variety of alternative methods.

Truly reliable AI requires more than simply scaling up knowledge; it demands the ability to know what it knows and when it does not. Yet recent research shows that even the best LLMs misjudge their own competence in more than one in five cases, making any response born of such internal uncertainty impossible to fully trust. Inspired by self-improvement reinforcement learning techniques that require minimal data, we present a simple but powerful framework KnowRL that strengthens a model's internal understanding of its own feasibility boundaries, enabling safer and more responsible behaviour. Our framework combines two components: (i) introspection, where the model generates and classifies tasks it judges feasible or infeasible, and (ii) consensus-based rewarding, where stability of self-knowledge assessment is reinforced through internal agreement. By using internally generated data, this design strengthens consistency in self-knowledge and entirely avoids costly external supervision. In experiments on LLaMA-3.1-8B and Qwen-2.5-7B, KnowRL steadily improved self-knowledge, validated by both intrinsic self-consistency and extrinsic benchmarking. With nothing more than a small seed set and no external supervision, our method drove gains as high as 28% in accuracy and 12% in F1, outperforming baselines in just a few iterations. Our framework essentially unlocks the untapped capacity of LLMs to self-improve their knowledge awareness, opening the door to reliable, more accountable AI and safer deployment in critical applications. Owing to its simplicity and independence from external effort, we encourage applying this reliability-enhancing process to all future models.

Program synthesis with language models (LMs) has unlocked a large set of reasoning abilities; code-tuned LMs have proven adept at generating programs that solve a wide variety of algorithmic symbolic manipulation tasks (e.g. word concatenation). However, not all reasoning tasks are easily expressible as code, e.g. tasks involving commonsense reasoning, moral decision-making, and sarcasm understanding. Our goal is to extend an LM's program synthesis skills to such tasks and evaluate the results via pseudo-programs, namely Python programs where some leaf function calls are left undefined. To that end, we propose, Code Generation and Emulated EXecution (CoGEX). CoGEX works by (1) training LMs to generate their own pseudo-programs, (2) teaching them to emulate their generated program's execution, including those leaf functions, allowing the LM's knowledge to fill in the execution gaps; and (3) using them to search over many programs to find an optimal one. To adapt the CoGEX model to a new task, we introduce a method for performing program search to find a single program whose pseudo-execution yields optimal performance when applied to all the instances of a given dataset. We show that our approach yields large improvements compared to standard in-context learning approaches on a battery of tasks, both algorithmic and soft reasoning. This result thus demonstrates that code synthesis can be applied to a much broader class of problems than previously considered. Our released dataset, fine-tuned models, and implementation can be found at https://github.com/nweir127/CoGEX.

Large language models (LLMs) often struggle to provide up-to-date information due to their one-time training and the constantly evolving nature of the world. To keep LLMs current, existing approaches typically involve continued pre-training on new documents. However, they frequently face difficulties in extracting stored knowledge. Motivated by the remarkable success of the Feynman Technique in efficient human learning, we introduce Self-Tuning, a learning framework aimed at improving an LLM's ability to effectively acquire new knowledge from raw documents through self-teaching. Specifically, we develop a Self-Teaching strategy that augments the documents with a set of knowledge-intensive tasks created in a self-supervised manner, focusing on three crucial aspects: memorization, comprehension, and self-reflection. Additionally, we introduce three Wiki-Newpages-2023-QA datasets to facilitate an in-depth analysis of an LLM's knowledge acquisition ability concerning memorization, extraction, and reasoning. Extensive experimental results on Llama2 family models reveal that Self-Tuning consistently exhibits superior performance across all knowledge acquisition tasks and excels in preserving previous knowledge.

Agent skills, structured packages of procedural knowledge and executable resources that agents dynamically load at inference time, have become a reliable mechanism for augmenting LLM agents. Yet inference-time skill augmentation is fundamentally limited: retrieval noise introduces irrelevant guidance, injected skill content imposes substantial token overhead, and the model never truly acquires the knowledge it merely follows. We ask whether skills can instead be internalized into model parameters, enabling zero-shot autonomous behavior without any runtime skill retrieval. We introduce SKILL0, an in-context reinforcement learning framework designed for skill internalization. SKILL0 introduces a training-time curriculum that begins with full skill context and progressively withdraws it. Skills are grouped offline by category and rendered with interaction history into a compact visual context, teaching he model tool invocation and multi-turn task completion. A Dynamic Curriculum then evaluates each skill file's on-policy helpfulness, retaining only those from which the current policy still benefits within a linearly decaying budget, until the agent operates in a fully zero-shot setting. Extensive agentic experiments demonstrate that SKILL0 achieves substantial improvements over the standard RL baseline (+9.7\% for ALFWorld and +6.6\% for Search-QA), while maintaining a highly efficient context of fewer than 0.5k tokens per step. Our code is available at https://github.com/ZJU-REAL/SkillZero.

Large Reasoning Models (LRMs) have recently shown impressive performance on complex reasoning tasks, often by engaging in self-reflective behaviors such as self-critique and backtracking. However, not all reflections are beneficial-many are superficial, offering little to no improvement over the original answer and incurring computation overhead. In this paper, we identify and address the problem of superficial reflection in LRMs. We first propose Self-Critique Fine-Tuning (SCFT), a training framework that enhances the model's reflective reasoning ability using only self-generated critiques. SCFT prompts models to critique their own outputs, filters high-quality critiques through rejection sampling, and fine-tunes the model using a critique-based objective. Building on this strong foundation, we further introduce Reinforcement Learning with Effective Reflection Rewards (RLERR). RLERR leverages the high-quality reflections initialized by SCFT to construct reward signals, guiding the model to internalize the self-correction process via reinforcement learning. Experiments on two challenging benchmarks, AIME2024 and AIME2025, show that SCFT and RLERR significantly improve both reasoning accuracy and reflection quality, outperforming state-of-the-art baselines. All data and codes are available at https://github.com/wanghanbinpanda/SCFT.

Personalized alignment is essential for enabling large language models (LLMs) to engage effectively in user-centric dialogue. While recent prompt-based and offline optimization methods offer preliminary solutions, they fall short in cold-start scenarios and long-term personalization due to their inherently static and shallow designs. In this work, we introduce the Reinforcement Learning for Personalized Alignment (RLPA) framework, in which an LLM interacts with a simulated user model to iteratively infer and refine user profiles through dialogue. The training process is guided by a dual-level reward structure: the Profile Reward encourages accurate construction of user representations, while the Response Reward incentivizes generation of responses consistent with the inferred profile. We instantiate RLPA by fine-tuning Qwen-2.5-3B-Instruct, resulting in Qwen-RLPA, which achieves state-of-the-art performance in personalized dialogue. Empirical evaluations demonstrate that Qwen-RLPA consistently outperforms prompting and offline fine-tuning baselines, and even surpasses advanced commercial models such as Claude-3.5 and GPT-4o. Further analysis highlights Qwen-RLPA's robustness in reconciling conflicting user preferences, sustaining long-term personalization and delivering more efficient inference compared to recent reasoning-focused LLMs. These results emphasize the potential of dynamic profile inference as a more effective paradigm for building personalized dialogue systems.

The lack of object-level annotations poses a significant challenge for object detection in remote sensing images (RSIs). To address this issue, active learning (AL) and semi-supervised learning (SSL) techniques have been proposed to enhance the quality and quantity of annotations. AL focuses on selecting the most informative samples for annotation, while SSL leverages the knowledge from unlabeled samples. In this letter, we propose a novel AL method to boost semi-supervised object detection (SSOD) for remote sensing images with a teacher student network, called SSOD-AT. The proposed method incorporates an RoI comparison module (RoICM) to generate high-confidence pseudo-labels for regions of interest (RoIs). Meanwhile, the RoICM is utilized to identify the top-K uncertain images. To reduce redundancy in the top-K uncertain images for human labeling, a diversity criterion is introduced based on object-level prototypes of different categories using both labeled and pseudo-labeled images. Extensive experiments on DOTA and DIOR, two popular datasets, demonstrate that our proposed method outperforms state-of-the-art methods for object detection in RSIs. Compared with the best performance in the SOTA methods, the proposed method achieves 1 percent improvement in most cases in the whole AL.

Teaching machines to recognize a new category based on few training samples especially only one remains challenging owing to the incomprehensive understanding of the novel category caused by the lack of data. However, human can learn new classes quickly even given few samples since human can tell what discriminative features should be focused on about each category based on both the visual and semantic prior knowledge. To better utilize those prior knowledge, we propose the SEmantic Guided Attention (SEGA) mechanism where the semantic knowledge is used to guide the visual perception in a top-down manner about what visual features should be paid attention to when distinguishing a category from the others. As a result, the embedding of the novel class even with few samples can be more discriminative. Concretely, a feature extractor is trained to embed few images of each novel class into a visual prototype with the help of transferring visual prior knowledge from base classes. Then we learn a network that maps semantic knowledge to category-specific attention vectors which will be used to perform feature selection to enhance the visual prototypes. Extensive experiments on miniImageNet, tieredImageNet, CIFAR-FS, and CUB indicate that our semantic guided attention realizes anticipated function and outperforms state-of-the-art results.

Ultra-long generation by large language models (LLMs) is a widely demanded scenario, yet it remains a significant challenge due to their maximum generation length limit and overall quality degradation as sequence length increases. Previous approaches, exemplified by LongWriter, typically rely on ''teaching'', which involves supervised fine-tuning (SFT) on synthetic long-form outputs. However, this strategy heavily depends on synthetic SFT data, which is difficult and costly to construct, often lacks coherence and consistency, and tends to be overly artificial and structurally monotonous. In this work, we propose an incentivization-based approach that, starting entirely from scratch and without relying on any annotated or synthetic data, leverages reinforcement learning (RL) to foster the emergence of ultra-long, high-quality text generation capabilities in LLMs. We perform RL training starting from a base model, similar to R1-Zero, guiding it to engage in reasoning that facilitates planning and refinement during the writing process. To support this, we employ specialized reward models that steer the LLM towards improved length control, writing quality, and structural formatting. Experimental evaluations show that our LongWriter-Zero model, trained from Qwen2.5-32B, consistently outperforms traditional SFT methods on long-form writing tasks, achieving state-of-the-art results across all metrics on WritingBench and Arena-Write, and even surpassing 100B+ models such as DeepSeek R1 and Qwen3-235B. We open-source our data and model checkpoints under https://huggingface.co/THU-KEG/LongWriter-Zero-32B

Large language models (LLMs) have been shown to exhibit a wide range of capabilities, such as writing robot code from language commands -- enabling non-experts to direct robot behaviors, modify them based on feedback, or compose them to perform new tasks. However, these capabilities (driven by in-context learning) are limited to short-term interactions, where users' feedback remains relevant for only as long as it fits within the context size of the LLM, and can be forgotten over longer interactions. In this work, we investigate fine-tuning the robot code-writing LLMs, to remember their in-context interactions and improve their teachability i.e., how efficiently they adapt to human inputs (measured by average number of corrections before the user considers the task successful). Our key observation is that when human-robot interactions are formulated as a partially observable Markov decision process (in which human language inputs are observations, and robot code outputs are actions), then training an LLM to complete previous interactions can be viewed as training a transition dynamics model -- that can be combined with classic robotics techniques such as model predictive control (MPC) to discover shorter paths to success. This gives rise to Language Model Predictive Control (LMPC), a framework that fine-tunes PaLM 2 to improve its teachability on 78 tasks across 5 robot embodiments -- improving non-expert teaching success rates of unseen tasks by 26.9% while reducing the average number of human corrections from 2.4 to 1.9. Experiments show that LMPC also produces strong meta-learners, improving the success rate of in-context learning new tasks on unseen robot embodiments and APIs by 31.5%. See videos, code, and demos at: https://robot-teaching.github.io/.

Complex reasoning is an impressive ability shown by large language models (LLMs). Most LLMs are skilled in deductive reasoning, such as chain-of-thought prompting or iterative tool-using to solve challenging tasks step-by-step. In this paper, we hope to focus on evaluating and teaching LLMs to conduct inductive reasoning, that is, LLMs are supposed to infer underlying rules by observing examples or sequential transformations. However, collecting large-scale and diverse human-generated inductive data is challenging. We focus on data synthesis in the code domain and propose a Case2Code task by exploiting the expressiveness and correctness of programs. Specifically, we collect a diverse set of executable programs, synthesize input-output transformations for each program, and force LLMs to infer the underlying code implementations based on the synthetic I/O cases. We first evaluate representative LLMs on the synthesized Case2Code task and demonstrate that the Case-to-code induction is challenging for LLMs. Then, we synthesize large-scale Case2Code training samples to train LLMs to perform inductive reasoning. Experimental results show that such induction training benefits not only in distribution Case2Code performance but also enhances various coding abilities of trained LLMs, demonstrating the great potential of learning inductive reasoning via synthetic data.

Knowledge editing techniques, aiming to efficiently modify a minor proportion of knowledge in large language models (LLMs) without negatively impacting performance across other inputs, have garnered widespread attention. However, existing methods predominantly rely on memorizing the updated knowledge, impeding LLMs from effectively combining the new knowledge with their inherent knowledge when answering questions. To this end, we propose a Learning to Edit (LTE) framework, focusing on teaching LLMs to apply updated knowledge into input questions, inspired by the philosophy of "Teach a man to fish." LTE features a two-phase process: (i) the Alignment Phase, which fine-tunes LLMs on a meticulously curated parallel dataset to make reliable, in-scope edits while preserving out-of-scope information and linguistic proficiency; and (ii) the Inference Phase, which employs a retrieval-based mechanism for real-time and mass knowledge editing. By comparing our approach with seven advanced baselines across four popular knowledge editing benchmarks and two LLM architectures, we demonstrate LTE's superiority in knowledge editing performance, robustness in both batch and sequential editing, minimal interference on general tasks, and rapid editing speeds. The data and code are available at https://github.com/YJiangcm/LTE.

Tokenizer adaptation plays an important role in transferring pre-trained language models to new domains or languages. In this work, we address two complementary aspects of this process: vocabulary extension and pruning. The common approach to extension trains a new tokenizer on domain-specific text and appends the tokens that do not overlap with the existing vocabulary, which often results in many tokens that are unreachable or never used. We propose continued BPE training, which adapts a pre-trained tokenizer by continuing the BPE merge learning process on new data. Experiments across multiple languages and model families show that this approach improves tokenization efficiency and leads to better utilization of added vocabulary. We also introduce leaf-based vocabulary pruning, which removes redundant tokens while preserving model quality. Together, these methods provide practical tools for controlled vocabulary modification, which we release as an open-source package.

Can a model learn to escape its own learning plateau? Reinforcement learning methods for finetuning large reasoning models stall on datasets with low initial success rates, and thus little training signal. We investigate a fundamental question: Can a pretrained LLM leverage latent knowledge to generate an automated curriculum for problems it cannot solve? To explore this, we design SOAR: A self-improvement framework designed to surface these pedagogical signals through meta-RL. A teacher copy of the model proposes synthetic problems for a student copy, and is rewarded with its improvement on a small subset of hard problems. Critically, SOAR grounds the curriculum in measured student progress rather than intrinsic proxy rewards. Our study on the hardest subsets of mathematical benchmarks (0/128 success) reveals three core findings. First, we show that it is possible to realize bi-level meta-RL that unlocks learning under sparse, binary rewards by sharpening a latent capacity of pretrained models to generate useful stepping stones. Second, grounded rewards outperform intrinsic reward schemes used in prior LLM self-play, reliably avoiding the instability and diversity collapse modes they typically exhibit. Third, analyzing the generated questions reveals that structural quality and well-posedness are more critical for learning progress than solution correctness. Our results suggest that the ability to generate useful stepping stones does not require the preexisting ability to actually solve the hard problems, paving a principled path to escape reasoning plateaus without additional curated data.

Vision-Language Models (VLMs) have shown remarkable capabilities across diverse visual tasks, including image recognition, video understanding, and Visual Question Answering (VQA) when explicitly trained for these tasks. Despite these advances, we find that current VLMs lack a fundamental cognitive ability: learning to localize objects in a scene by taking into account the context. In this work, we focus on the task of few-shot personalized localization, where a model is given a small set of annotated images (in-context examples) -- each with a category label and bounding box -- and is tasked with localizing the same object type in a query image. To provoke personalized localization abilities in models, we present a data-centric solution that fine-tunes them using carefully curated data from video object tracking datasets. By leveraging sequences of frames tracking the same object across multiple shots, we simulate instruction-tuning dialogues that promote context awareness. To reinforce this, we introduce a novel regularization technique that replaces object labels with pseudo-names, ensuring the model relies on visual context rather than prior knowledge. Our method significantly enhances few-shot localization performance without sacrificing generalization, as demonstrated on several benchmarks tailored to personalized localization. This work is the first to explore and benchmark personalized few-shot localization for VLMs, laying a foundation for future research in context-driven vision-language applications. The code for our project is available at https://github.com/SivanDoveh/IPLoc

Supervised learning can be viewed as distilling relevant information from input data into feature representations. This process becomes difficult when supervision is noisy as the distilled information might not be relevant. In fact, recent research shows that networks can easily overfit all labels including those that are corrupted, and hence can hardly generalize to clean datasets. In this paper, we focus on the problem of learning with noisy labels and introduce compression inductive bias to network architectures to alleviate this over-fitting problem. More precisely, we revisit one classical regularization named Dropout and its variant Nested Dropout. Dropout can serve as a compression constraint for its feature dropping mechanism, while Nested Dropout further learns ordered feature representations w.r.t. feature importance. Moreover, the trained models with compression regularization are further combined with Co-teaching for performance boost. Theoretically, we conduct bias-variance decomposition of the objective function under compression regularization. We analyze it for both single model and Co-teaching. This decomposition provides three insights: (i) it shows that over-fitting is indeed an issue for learning with noisy labels; (ii) through an information bottleneck formulation, it explains why the proposed feature compression helps in combating label noise; (iii) it gives explanations on the performance boost brought by incorporating compression regularization into Co-teaching. Experiments show that our simple approach can have comparable or even better performance than the state-of-the-art methods on benchmarks with real-world label noise including Clothing1M and ANIMAL-10N. Our implementation is available at https://yingyichen-cyy.github.io/CompressFeatNoisyLabels/.

Teaching Computer Science (CS) by having students write programs by hand on paper has key pedagogical advantages: It allows focused learning and requires careful thinking compared to the use of Integrated Development Environments (IDEs) with intelligent support tools or "just trying things out". The familiar environment of pens and paper also lessens the cognitive load of students with no prior experience with computers, for whom the mere basic usage of computers can be intimidating. Finally, this teaching approach opens learning opportunities to students with limited access to computers. However, a key obstacle is the current lack of teaching methods and support software for working with and running handwritten programs. Optical character recognition (OCR) of handwritten code is challenging: Minor OCR errors, perhaps due to varied handwriting styles, easily make code not run, and recognizing indentation is crucial for languages like Python but is difficult to do due to inconsistent horizontal spacing in handwriting. Our approach integrates two innovative methods. The first combines OCR with an indentation recognition module and a language model designed for post-OCR error correction without introducing hallucinations. This method, to our knowledge, surpasses all existing systems in handwritten code recognition. It reduces error from 30\% in the state of the art to 5\% with minimal hallucination of logical fixes to student programs. The second method leverages a multimodal language model to recognize handwritten programs in an end-to-end fashion. We hope this contribution can stimulate further pedagogical research and contribute to the goal of making CS education universally accessible. We release a dataset of handwritten programs and code to support future research at https://github.com/mdoumbouya/codeocr

In this work, we develop a technique to produce counterfactual visual explanations. Given a 'query' image I for which a vision system predicts class c, a counterfactual visual explanation identifies how I could change such that the system would output a different specified class c'. To do this, we select a 'distractor' image I' that the system predicts as class c' and identify spatial regions in I and I' such that replacing the identified region in I with the identified region in I' would push the system towards classifying I as c'. We apply our approach to multiple image classification datasets generating qualitative results showcasing the interpretability and discriminativeness of our counterfactual explanations. To explore the effectiveness of our explanations in teaching humans, we present machine teaching experiments for the task of fine-grained bird classification. We find that users trained to distinguish bird species fare better when given access to counterfactual explanations in addition to training examples.

In this paper, we propose Tutoring bot, a generative chatbot trained on a large scale of tutor-student conversations for English-language learning. To mimic a human tutor's behavior in language education, the tutor bot leverages diverse educational instructions and grounds to each instruction as additional input context for the tutor response generation. As a single instruction generally involves multiple dialogue turns to give the student sufficient speaking practice, the tutor bot is required to monitor and capture when the current instruction should be kept or switched to the next instruction. For that, the tutor bot is learned to not only generate responses but also infer its teaching action and progress on the current conversation simultaneously by a multi-task learning scheme. Our Tutoring bot is deployed under a non-commercial use license at https://tutoringai.com.

The advent of Large Language Models (LLMs) has significantly advanced the field of automated code generation. LLMs rely on large and diverse datasets to learn syntax, semantics, and usage patterns of programming languages. For low-resource languages (i.e., niche programming languages characterized by the scarcity of training data), the limited availability of such data hampers the models' ability to generalize effectively, resulting in poorer code generation performance as compared to high-resource languages. For this reason, there is a quest for techniques able to close this performance gap. We present an empirical study investigating the effectiveness of several approaches for boosting LLMs' performance on low-resource languages, namely: (i) a classic fine-tuning, which is however capped in size by the scarcity of training data; (ii) three variants of in-context learning, with prompts crafted to provide the LLM with additional information about the low-resource language (e.g., few-shot examples showcasing features of the targeted language); and (iii) a pre-training objective teaching the model how to translate between high- and low-resource languages. The context of our study are two low-resource languages (R and Racket) and six LLMs having different architectures and sizes. Our findings reveal that a fine-tuning is usually the best choice for smaller LLMs, possibly due to the fact that even a small dataset is sufficient to train their limited number of parameters. With the increase in size of the models, in-context learning becomes more and more effective, representing a safe and cheap bet (i.e., it always helps, but with different magnitudes). Differently, very large LLMs may deteriorate their performance on low-resource languages when fine-tuning is performed, possibly due to the lack of enough data needed to effectively update their weights.

In this paper, I introduce the retrieval problem, a simple reasoning task that can be solved only by transformers with a minimum number of layers. The task has an adjustable difficulty that can further increase the required number of layers to any arbitrary value. I demonstrate that large language models can solve the task under different prompting formulations without any fine-tuning. To understand how transformers solve the retrieval problem, I train several transformers on a minimal formulation. I find that successful learning occurs only under the presence of an implicit curriculum. I uncover the learned mechanisms by studying the attention maps in the trained transformers. I also study the training process, uncovering that attention heads always emerge in a specific sequence.

Large Language Models (LLMs) have recently showcased remarkable reasoning abilities. However, larger models often surpass their smaller counterparts in reasoning tasks, posing the challenge of effectively transferring these capabilities from larger models. Existing approaches heavily rely on extensive fine-tuning data or continuous interactions with a superior teacher LLM during inference. We introduce a principle-based teacher-student framework called ``Teaching via Principle Discovery'' (TPD) to address these limitations. Inspired by human learning mechanisms, TPD mimics the interaction between a teacher and a student using a principle-based approach. The teacher LLM generates problem-solving instructions and corrective principles based on the student LLM's errors. These principles guide the refinement of instructions and the selection of instructive examples from a validation set. This enables the student model to learn from both the teacher's guidance and its own mistakes. Once the student model begins making inferences, TPD requires no further intervention from the teacher LLM or humans. Through extensive experiments across eight reasoning tasks, we demonstrate the effectiveness of TPD. Compared to standard chain-of-thought prompting, TPD significantly improves the student model's performance, achieving 6.2% improvement on average.

Today's generative AI systems are tuned to present information by default rather than engage users in service of learning as a human tutor would. To address the wide range of potential education use cases for these systems, we reframe the challenge of injecting pedagogical behavior as one of pedagogical instruction following, where training and evaluation examples include system-level instructions describing the specific pedagogy attributes present or desired in subsequent model turns. This framing avoids committing our models to any particular definition of pedagogy, and instead allows teachers or developers to specify desired model behavior. It also clears a path to improving Gemini models for learning -- by enabling the addition of our pedagogical data to post-training mixtures -- alongside their rapidly expanding set of capabilities. Both represent important changes from our initial tech report. We show how training with pedagogical instruction following produces a LearnLM model (available on Google AI Studio) that is preferred substantially by expert raters across a diverse set of learning scenarios, with average preference strengths of 31\% over GPT-4o, 11\% over Claude 3.5, and 13\% over the Gemini 1.5 Pro model LearnLM was based on.

Curriculum learning, a training technique where data is presented to the model in order of example difficulty (e.g., from simpler to more complex documents), has shown limited success for pre-training language models. In this work, we investigate whether curriculum learning becomes competitive if we replace conventional human-centered difficulty metrics with one that more closely corresponds to example difficulty as observed during model training. Specifically, we experiment with sorting training examples by their training data influence, a score which estimates the effect of individual training examples on the model's output. Models trained on our curricula are able to outperform ones trained in random order by over 10 percentage points in benchmarks, confirming that curriculum learning is beneficial for language model pre-training, as long as a more model-centric notion of difficulty is adopted.

Curriculum design is a fundamental component of education. For example, when we learn mathematics at school, we build upon our knowledge of addition to learn multiplication. These and other concepts must be mastered before our first algebra lesson, which also reinforces our addition and multiplication skills. Designing a curriculum for teaching either a human or a machine shares the underlying goal of maximizing knowledge transfer from earlier to later tasks, while also minimizing forgetting of learned tasks. Prior research on curriculum design for image classification focuses on the ordering of training examples during a single offline task. Here, we investigate the effect of the order in which multiple distinct tasks are learned in a sequence. We focus on the online class-incremental continual learning setting, where algorithms or humans must learn image classes one at a time during a single pass through a dataset. We find that curriculum consistently influences learning outcomes for humans and for multiple continual machine learning algorithms across several benchmark datasets. We introduce a novel-object recognition dataset for human curriculum learning experiments and observe that curricula that are effective for humans are highly correlated with those that are effective for machines. As an initial step towards automated curriculum design for online class-incremental learning, we propose a novel algorithm, dubbed Curriculum Designer (CD), that designs and ranks curricula based on inter-class feature similarities. We find significant overlap between curricula that are empirically highly effective and those that are highly ranked by our CD. Our study establishes a framework for further research on teaching humans and machines to learn continuously using optimized curricula.

We consider the problem of how a teacher algorithm can enable an unknown Deep Reinforcement Learning (DRL) student to become good at a skill over a wide range of diverse environments. To do so, we study how a teacher algorithm can learn to generate a learning curriculum, whereby it sequentially samples parameters controlling a stochastic procedural generation of environments. Because it does not initially know the capacities of its student, a key challenge for the teacher is to discover which environments are easy, difficult or unlearnable, and in what order to propose them to maximize the efficiency of learning over the learnable ones. To achieve this, this problem is transformed into a surrogate continuous bandit problem where the teacher samples environments in order to maximize absolute learning progress of its student. We present a new algorithm modeling absolute learning progress with Gaussian mixture models (ALP-GMM). We also adapt existing algorithms and provide a complete study in the context of DRL. Using parameterized variants of the BipedalWalker environment, we study their efficiency to personalize a learning curriculum for different learners (embodiments), their robustness to the ratio of learnable/unlearnable environments, and their scalability to non-linear and high-dimensional parameter spaces. Videos and code are available at https://github.com/flowersteam/teachDeepRL.

This paper presents teaching materials, particularly assignments and ideas for classroom activities, from a new course on large language models (LLMs) taught at Charles University. The assignments include experiments with LLM inference for weather report generation and machine translation. The classroom activities include class quizzes, focused research on downstream tasks and datasets, and an interactive "best paper" session aimed at reading and comprehension of research papers.

We study the problem of teaching multiple learners simultaneously in the nonparametric iterative teaching setting, where the teacher iteratively provides examples to the learner for accelerating the acquisition of a target concept. This problem is motivated by the gap between current single-learner teaching setting and the real-world scenario of human instruction where a teacher typically imparts knowledge to multiple students. Under the new problem formulation, we introduce a novel framework -- Multi-learner Nonparametric Teaching (MINT). In MINT, the teacher aims to instruct multiple learners, with each learner focusing on learning a scalar-valued target model. To achieve this, we frame the problem as teaching a vector-valued target model and extend the target model space from a scalar-valued reproducing kernel Hilbert space used in single-learner scenarios to a vector-valued space. Furthermore, we demonstrate that MINT offers significant teaching speed-up over repeated single-learner teaching, particularly when the multiple learners can communicate with each other. Lastly, we conduct extensive experiments to validate the practicality and efficiency of MINT.

Prompting Large Language Models (LLMs), or providing context on the expected model of operation, is an effective way to steer the outputs of such models to satisfy human desiderata after they have been trained. But in rapidly evolving domains, there is often need to fine-tune LLMs to improve either the kind of knowledge in their memory or their abilities to perform open ended reasoning in new domains. When human's learn new concepts, we often do so by linking the new material that we are studying to concepts we have already learned before. To that end, we ask, "can prompting help us teach LLMs how to learn". In this work, we study a novel generalization of instruction tuning, called contextual fine-tuning, to fine-tune LLMs. Our method leverages instructional prompts designed to mimic human cognitive strategies in learning and problem-solving to guide the learning process during training, aiming to improve the model's interpretation and understanding of domain-specific knowledge. We empirically demonstrate that this simple yet effective modification improves the ability of LLMs to be fine-tuned rapidly on new datasets both within the medical and financial domains.

Adapting instruction to the fine-grained needs of individual students is a powerful application of recent advances in large language models. These generative AI models can create tasks that correspond to students' interests and enact context personalization, enhancing students' interest in learning academic content. However, when there is a teacher in-the-loop creating or modifying tasks with generative AI, it is unclear how efficient this process might be, despite commercial generative AI tools' claims that they will save teachers time. In the present study, we teamed 7 middle school mathematics teachers with ChatGPT to create personalized versions of problems in their curriculum, to correspond to their students' interests. We look at the prompting moves teachers made, their efficiency when creating problems, and the reactions of their 521 7th grade students who received the personalized assignments. We find that having a teacher-in-the-loop results in generative AI-enhanced personalization being enacted at a relatively broad grain size, whereas students tend to prefer a smaller grain size where they receive specific popular culture references that interest them. Teachers spent a lot of effort adjusting popular culture references and addressing issues with the depth or realism of the problems generated, giving higher or lower levels of ownership to the generative AI. Teachers were able to improve in their ability to craft interesting problems in partnership with generative AI, but this process did not appear to become particularly time efficient as teachers learned and reflected on their students' data, iterating their approaches.

Lectures are a learning experience for both students and teachers. Students learn from teachers about the subject material, while teachers learn from students about how to refine their instruction. However, online student feedback is unstructured and abundant, making it challenging for teachers to learn and improve. We take a step towards tackling this challenge. First, we contribute a dataset for studying this problem: SIGHT is a large dataset of 288 math lecture transcripts and 15,784 comments collected from the Massachusetts Institute of Technology OpenCourseWare (MIT OCW) YouTube channel. Second, we develop a rubric for categorizing feedback types using qualitative analysis. Qualitative analysis methods are powerful in uncovering domain-specific insights, however they are costly to apply to large data sources. To overcome this challenge, we propose a set of best practices for using large language models (LLMs) to cheaply classify the comments at scale. We observe a striking correlation between the model's and humans' annotation: Categories with consistent human annotations (>0.9 inter-rater reliability, IRR) also display higher human-model agreement (>0.7), while categories with less consistent human annotations (0.7-0.8 IRR) correspondingly demonstrate lower human-model agreement (0.3-0.5). These techniques uncover useful student feedback from thousands of comments, costing around 0.002$ per comment. We conclude by discussing exciting future directions on using online student feedback and improving automated annotation techniques for qualitative research.

Large language models (LLMs) excel at answering questions but remain passive learners--absorbing static data without the ability to question and refine knowledge. This paper explores how LLMs can transition to interactive, question-driven learning through student-teacher dialogues. We introduce INTERACT (INTEReractive Learning for Adaptive Concept Transfer), a framework in which a "student" LLM engages a "teacher" LLM through iterative inquiries to acquire knowledge across 1,347 contexts, including song lyrics, news articles, movie plots, academic papers, and images. Our experiments show that across a wide range of scenarios and LLM architectures, interactive learning consistently enhances performance, achieving up to a 25% improvement, with 'cold-start' student models matching static learning baselines in as few as five dialogue turns. Interactive setups can also mitigate the disadvantages of weaker teachers, showcasing the robustness of question-driven learning.

Large Language Models (LLMs) have shown significant promise as copilots in various tasks. Local deployment of LLMs on edge devices is necessary when handling privacy-sensitive data or latency-sensitive tasks. The computational constraints of such devices make direct deployment of powerful large-scale LLMs impractical, necessitating the Knowledge Distillation from large-scale models to lightweight models. Lots of work has been done to elicit diversity and quality training examples from LLMs, but little attention has been paid to aligning teacher instructional content based on student preferences, akin to "responsive teaching" in pedagogy. Thus, we propose ARTE, dubbed Aligning TeacheR with StudenT PreferencEs, a framework that aligns the teacher model with student preferences to generate tailored training examples for Knowledge Distillation. Specifically, we elicit draft questions and rationales from the teacher model, then collect student preferences on these questions and rationales using students' performance with in-context learning as a proxy, and finally align the teacher model with student preferences. In the end, we repeat the first step with the aligned teacher model to elicit tailored training examples for the student model on the target task. Extensive experiments on academic benchmarks demonstrate the superiority of ARTE over existing instruction-tuning datasets distilled from powerful LLMs. Moreover, we thoroughly investigate the generalization of ARTE, including the generalization of fine-tuned student models in reasoning ability and the generalization of aligned teacher models to generate tailored training data across tasks and students. In summary, our contributions lie in proposing a novel framework for tailored training example generation, demonstrating its efficacy in experiments, and investigating the generalization of both student & aligned teacher models in ARTE.

In this paper, we introduce the novel concept of pedagogically aligned Large Language Models (LLMs) that signifies a transformative shift in the application of LLMs within educational contexts. Rather than providing direct responses to user queries, pedagogically-aligned LLMs function as scaffolding tools, breaking complex problems into manageable subproblems and guiding students towards the final answer through constructive feedback and hints. The objective is to equip learners with problem-solving strategies that deepen their understanding and internalization of the subject matter. Previous research in this field has primarily applied the supervised finetuning approach without framing the objective as an alignment problem, hence not employing reinforcement learning through human feedback (RLHF) methods. This study reinterprets the narrative by viewing the task through the lens of alignment and demonstrates how RLHF methods emerge naturally as a superior alternative for aligning LLM behaviour. Building on this perspective, we propose a novel approach for constructing a reward dataset specifically designed for the pedagogical alignment of LLMs. We apply three state-of-the-art RLHF algorithms and find that they outperform SFT significantly. Our qualitative analyses across model differences and hyperparameter sensitivity further validate the superiority of RLHF over SFT. Also, our study sheds light on the potential of online feedback for enhancing the performance of pedagogically-aligned LLMs, thus providing valuable insights for the advancement of these models in educational settings.

We explore the automatic generation of interactive, scenario-based lessons designed to train novice human tutors who teach middle school mathematics online. Employing prompt engineering through a Retrieval-Augmented Generation approach with GPT-4o, we developed a system capable of creating structured tutor training lessons. Our study generated lessons in English for three key topics: Encouraging Students' Independence, Encouraging Help-Seeking Behavior, and Turning on Cameras, using a task decomposition prompting strategy that breaks lesson generation into sub-tasks. The generated lessons were evaluated by two human evaluators, who provided both quantitative and qualitative evaluations using a comprehensive rubric informed by lesson design research. Results demonstrate that the task decomposition strategy led to higher-rated lessons compared to single-step generation. Human evaluators identified several strengths in the LLM-generated lessons, including well-structured content and time-saving potential, while also noting limitations such as generic feedback and a lack of clarity in some instructional sections. These findings underscore the potential of hybrid human-AI approaches for generating effective lessons in tutor training.

End of semester student evaluations of teaching are the dominant mechanism for providing feedback to academics on their teaching practice. For large classes, however, the volume of feedback makes these tools impractical for this purpose. This paper explores the use of open-source generative AI to synthesise factual, actionable and appropriate summaries of student feedback from these survey responses. In our setup, we have 742 student responses ranging over 75 courses in a Computer Science department. For each course, we synthesise a summary of the course evaluations and actionable items for the instructor. Our results reveal a promising avenue for enhancing teaching practices in the classroom setting. Our contribution lies in demonstrating the feasibility of using generative AI to produce insightful feedback for teachers, thus providing a cost-effective means to support educators' development. Overall, our work highlights the possibility of using generative AI to produce factual, actionable, and appropriate feedback for teachers in the classroom setting.

Curriculum learning has shown promise in improving training efficiency and generalization in various machine learning domains, yet its potential in pretraining language models remains underexplored, prompting our work as the first systematic investigation in this area. We experimented with different settings, including vanilla curriculum learning, pacing-based sampling, and interleaved curricula-guided by six difficulty metrics spanning linguistic and information-theoretic perspectives. We train models under these settings and evaluate their performance on eight diverse benchmarks. Our experiments reveal that curriculum learning consistently improves convergence in early and mid-training phases, and can yield lasting gains when used as a warmup strategy with up to 3.5% improvement. Notably, we identify compression ratio, lexical diversity, and readability as effective difficulty signals across settings. Our findings highlight the importance of data ordering in large-scale pretraining and provide actionable insights for scalable, data-efficient model development under realistic training scenarios.

Reading is integral to everyday life, and yet learning to read is a struggle for many young learners. During lessons, teachers can use comprehension questions to increase engagement, test reading skills, and improve retention. Historically such questions were written by skilled teachers, but recently language models have been used to generate comprehension questions. However, many existing Question Generation (QG) systems focus on generating literal questions from the text, and have no way to control the type of the generated question. In this paper, we study QG for reading comprehension where inferential questions are critical and extractive techniques cannot be used. We propose a two-step model (HTA-WTA) that takes advantage of previous datasets, and can generate questions for a specific targeted comprehension skill. We propose a new reading comprehension dataset that contains questions annotated with story-based reading comprehension skills (SBRCS), allowing for a more complete reader assessment. Across several experiments, our results show that HTA-WTA outperforms multiple strong baselines on this new dataset. We show that the HTA-WTA model tests for strong SCRS by asking deep inferential questions.

Knowledge tracing (KT) has recently been an active research area of computational pedagogy. The task is to model students' mastery level of knowledge concepts based on their responses to the questions in the past, as well as predict the probabilities that they correctly answer subsequent questions in the future. KT tasks were historically solved using statistical modeling methods such as Bayesian inference and factor analysis, but recent advances in deep learning have led to the successive proposals that leverage deep neural networks, including long short-term memory networks, memory-augmented networks and self-attention networks. While those deep models demonstrate superior performance over the traditional approaches, they all neglect the explicit modeling of the learning curve theory, which generally says that more practice on the same knowledge concept enhances one's mastery level of the concept. Based on this theory, we propose a Convolution-Augmented Knowledge Tracing (CAKT) model in this paper. The model employs three-dimensional convolutional neural networks to explicitly learn a student's recent experience on applying the same knowledge concept with that in the next question, and fuses the learnt feature with the feature representing her overall latent knowledge state obtained using a classic LSTM network. The fused feature is then fed into a second LSTM network to predict the student's response to the next question. Experimental results show that CAKT achieves the new state-of-the-art performance in predicting students' responses compared with existing models. We also conduct extensive sensitivity analysis and ablation study to show the stability of the results and justify the particular architecture of CAKT, respectively.

Knowing how to use words appropriately has been a key to improving language proficiency. Previous studies typically discuss how students learn receptively to select the correct candidate from a set of confusing words in the fill-in-the-blank task where specific context is given. In this paper, we go one step further, assisting students to learn to use confusing words appropriately in a productive task: sentence translation. We leverage the GiveMeExample system, which suggests example sentences for each confusing word, to achieve this goal. In this study, students learn to differentiate the confusing words by reading the example sentences, and then choose the appropriate word(s) to complete the sentence translation task. Results show students made substantial progress in terms of sentence structure. In addition, highly proficient students better managed to learn confusing words. In view of the influence of the first language on learners, we further propose an effective approach to improve the quality of the suggested sentences.

This paper surveys and organizes research works in a new paradigm in natural language processing, which we dub "prompt-based learning". Unlike traditional supervised learning, which trains a model to take in an input x and predict an output y as P(y|x), prompt-based learning is based on language models that model the probability of text directly. To use these models to perform prediction tasks, the original input x is modified using a template into a textual string prompt x' that has some unfilled slots, and then the language model is used to probabilistically fill the unfilled information to obtain a final string x, from which the final output y can be derived. This framework is powerful and attractive for a number of reasons: it allows the language model to be pre-trained on massive amounts of raw text, and by defining a new prompting function the model is able to perform few-shot or even zero-shot learning, adapting to new scenarios with few or no labeled data. In this paper we introduce the basics of this promising paradigm, describe a unified set of mathematical notations that can cover a wide variety of existing work, and organize existing work along several dimensions, e.g.the choice of pre-trained models, prompts, and tuning strategies. To make the field more accessible to interested beginners, we not only make a systematic review of existing works and a highly structured typology of prompt-based concepts, but also release other resources, e.g., a website http://pretrain.nlpedia.ai/ including constantly-updated survey, and paperlist.

Curriculum learning (CL) posits that machine learning models -- similar to humans -- may learn more efficiently from data that match their current learning progress. However, CL methods are still poorly understood and, in particular for natural language processing (NLP), have achieved only limited success. In this paper, we explore why. Starting from an attempt to replicate and extend a number of recent curriculum methods, we find that their results are surprisingly brittle when applied to NLP. A deep dive into the (in)effectiveness of the curricula in some scenarios shows us why: when curricula are employed in combination with the popular Adam optimisation algorithm, they oftentimes learn to adapt to suboptimally chosen optimisation parameters for this algorithm. We present a number of different case studies with different common hand-crafted and automated CL approaches to illustrate this phenomenon, and we find that none of them outperforms optimisation with only Adam with well-chosen hyperparameters. As such, our results contribute to understanding why CL methods work, but at the same time urge caution when claiming positive results.

Knowledge Distillation (KD) has proven effective for compressing large teacher models into smaller student models. While it is well known that student models can achieve similar accuracies as the teachers, it has also been shown that they nonetheless often do not learn the same function. It is, however, often highly desirable that the student's and teacher's functions share similar properties such as basing the prediction on the same input features, as this ensures that students learn the 'right features' from the teachers. In this work, we explore whether this can be achieved by not only optimizing the classic KD loss but also the similarity of the explanations generated by the teacher and the student. Despite the idea being simple and intuitive, we find that our proposed 'explanation-enhanced' KD (e^2KD) (1) consistently provides large gains in terms of accuracy and student-teacher agreement, (2) ensures that the student learns from the teacher to be right for the right reasons and to give similar explanations, and (3) is robust with respect to the model architectures, the amount of training data, and even works with 'approximate', pre-computed explanations.

Teachers and students are increasingly relying on online learning resources to supplement the ones provided in school. This increase in the breadth and depth of available resources is a great thing for students, but only provided they are able to find answers to their queries. Question-answering and information retrieval systems have benefited from public datasets to train and evaluate their algorithms, but most of these datasets have been in English text written by and for adults. We introduce a new public French question-answering dataset collected from Alloprof, a Quebec-based primary and high-school help website, containing 29 349 questions and their explanations in a variety of school subjects from 10 368 students, with more than half of the explanations containing links to other questions or some of the 2 596 reference pages on the website. We also present a case study of this dataset in an information retrieval task. This dataset was collected on the Alloprof public forum, with all questions verified for their appropriateness and the explanations verified both for their appropriateness and their relevance to the question. To predict relevant documents, architectures using pre-trained BERT models were fine-tuned and evaluated. This dataset will allow researchers to develop question-answering, information retrieval and other algorithms specifically for the French speaking education context. Furthermore, the range of language proficiency, images, mathematical symbols and spelling mistakes will necessitate algorithms based on a multimodal comprehension. The case study we present as a baseline shows an approach that relies on recent techniques provides an acceptable performance level, but more work is necessary before it can reliably be used and trusted in a production setting.

The recent advancement of large language models (LLMs) has been achieved through a combo of instruction tuning and human alignment. However, building manually crafted instruction datasets and performing human alignment become the bottleneck for scaling the development of LLMs. In this paper, we exploit the idea of leveraging AI models in lieu of humans as the teacher to train student LLMs. Our method is inspired by how human students refine their writing skills by following the rubrics and learning from the revisions offered by their tutors. Specifically, we employ a teacher LLM to create a curriculum for instruction tuning of the student LLM, namely Curriculum Instruction TunING (CITING). It encompasses two main steps: (1) the teacher LLM crafts the rubrics for evaluating the answers corresponding to various types of questions, and (2) the student LLM learns to follow the rubrics and perform self-correction from the revision made by the teacher. We further iteratively carry out it to embody the procedure of CITING. We compare CITING to a series of state-of-the-art baselines on four datasets. Our method demonstrates strong improvement in terms of articulate, in-depth, and comprehensive by GPT-4 evaluation. Specifically, it achieves an average winning rate of 79.4% over SFT, 73.4% over RLHF, 78.1% over RRHF, and 76.3% over RAFT, respectively.

A common and effective means for improving language model capabilities involves finetuning a ``student'' language model's parameters on generations from a more proficient ``teacher'' model. Termed ``synthetic data'', these generations are often produced before any student finetuning, but some work has considered generating new synthetic samples as training progresses. This paper studies and advocates for the latter case, where data are generated in an iterative, closed-loop fashion that is guided by the current state of the student model. For a fixed budget of generated samples, or a budget in terms of compute spent querying a teacher, we show that this curation of finetuning data affords improved student performance over static generation. Further, while there have been several LLM-specific methods proposed that operate in this regime, we find that simple, inexpensive selection criteria from the active learning literature tend to be most performant. We validate these claims across four mathematical and logical reasoning datasets using four different small language models.

A key component of successfully reading a passage of text is the ability to apply knowledge gained from the passage to a new situation. In order to facilitate progress on this kind of reading, we present ROPES, a challenging benchmark for reading comprehension targeting Reasoning Over Paragraph Effects in Situations. We target expository language describing causes and effects (e.g., "animal pollinators increase efficiency of fertilization in flowers"), as they have clear implications for new situations. A system is presented a background passage containing at least one of these relations, a novel situation that uses this background, and questions that require reasoning about effects of the relationships in the background passage in the context of the situation. We collect background passages from science textbooks and Wikipedia that contain such phenomena, and ask crowd workers to author situations, questions, and answers, resulting in a 14,322 question dataset. We analyze the challenges of this task and evaluate the performance of state-of-the-art reading comprehension models. The best model performs only slightly better than randomly guessing an answer of the correct type, at 61.6% F1, well below the human performance of 89.0%.

While automatic dialogue tutors hold great potential in making education personalized and more accessible, research on such systems has been hampered by a lack of sufficiently large and high-quality datasets. Collecting such datasets remains challenging, as recording tutoring sessions raises privacy concerns and crowdsourcing leads to insufficient data quality. To address this, we propose a framework to generate such dialogues by pairing human teachers with a Large Language Model (LLM) prompted to represent common student errors. We describe how we use this framework to collect MathDial, a dataset of 3k one-to-one teacher-student tutoring dialogues grounded in multi-step math reasoning problems. While models like GPT-3 are good problem solvers, they fail at tutoring because they generate factually incorrect feedback or are prone to revealing solutions to students too early. To overcome this, we let teachers provide learning opportunities to students by guiding them using various scaffolding questions according to a taxonomy of teacher moves. We demonstrate MathDial and its extensive annotations can be used to finetune models to be more effective tutors (and not just solvers). We confirm this by automatic and human evaluation, notably in an interactive setting that measures the trade-off between student solving success and telling solutions. The dataset is released publicly.

Language models often show little to no improvement (i.e., "saturation") when trained via vanilla supervised fine-tuning (SFT) on data similar to what they saw in their training set (e.g., MATH). We introduce a new fine-tuning strategy, STAT, to train such a student model by using the metacognition ability of a stronger large language model (LLM) as the teacher. The teacher uses the task dataset to create a list of skills needed for the task, and then labels each data point with its required skills (Didolkar et al., 2024). By monitoring the student's answers, the teacher creates a Missing-Skill-Profile for the student, tracking how often they failed to apply each skill in their responses. We use this idea to build a modified training set in one of two ways. In STAT-Sel, the teacher uses an existing set of training examples but adaptively reweights them according to the Missing-Skill-Profile. In STAT-Syn, the teacher synthesizes additional examples involving missing skills. Across extensive experiments on Llama and Qwen models, our methods yield improvements of up to 7.5% on MATH, whereas SFT provides only limited gains. Furthermore, STAT enhances performance on out-of-distribution benchmarks (e.g., AIME24/25, AMC23, etc.) by an average of 4.6%. Crucially, we find that STAT is complementary to RL via GRPO (Shao et al., 2024): after the model is improved using STAT to address skill gaps, GRPO continues to add further gains. We conclude that skill-targeted adaptive training should broadly improve current training pipelines. Our code is available at: https://github.com/princeton-pli/STAT.

Understanding a student's problem-solving strategy can have a significant impact on effective math learning using Intelligent Tutoring Systems (ITSs) and Adaptive Instructional Systems (AISs). For instance, the ITS/AIS can better personalize itself to correct specific misconceptions that are indicated by incorrect strategies, specific problems can be designed to improve strategies and frustration can be minimized by adapting to a student's natural way of thinking rather than trying to fit a standard strategy for all. While it may be possible for human experts to identify strategies manually in classroom settings with sufficient student interaction, it is not possible to scale this up to big data. Therefore, we leverage advances in Machine Learning and AI methods to perform scalable strategy prediction that is also fair to students at all skill levels. Specifically, we develop an embedding called MVec where we learn a representation based on the mastery of students. We then cluster these embeddings with a non-parametric clustering method where we progressively learn clusters such that we group together instances that have approximately symmetrical strategies. The strategy prediction model is trained on instances sampled from these clusters. This ensures that we train the model over diverse strategies and also that strategies from a particular group do not bias the DNN model, thus allowing it to optimize its parameters over all groups. Using real world large-scale student interaction datasets from MATHia, we implement our approach using transformers and Node2Vec for learning the mastery embeddings and LSTMs for predicting strategies. We show that our approach can scale up to achieve high accuracy by training on a small sample of a large dataset and also has predictive equality, i.e., it can predict strategies equally well for learners at diverse skill levels.

When employing the Socratic method of teaching, instructors guide students toward solving a problem on their own rather than providing the solution directly. While this strategy can substantially improve learning outcomes, it is usually time-consuming and cognitively demanding. Automated Socratic conversational agents can augment human instruction and provide the necessary scale, however their development is hampered by the lack of suitable data for training and evaluation. In this paper, we introduce a manually created dataset of multi-turn Socratic advice that is aimed at helping a novice programmer fix buggy solutions to simple computational problems. The dataset is then used for benchmarking the Socratic debugging abilities of a number of language models, ranging from fine-tuning the instruction-based text-to-text transformer Flan-T5 to zero-shot and chain of thought prompting of the much larger GPT-4. The code and datasets are made freely available for research at the link below. https://github.com/taisazero/socratic-debugging-benchmark

EduChat (https://www.educhat.top/) is a large-scale language model (LLM)-based chatbot system in the education domain. Its goal is to support personalized, fair, and compassionate intelligent education, serving teachers, students, and parents. Guided by theories from psychology and education, it further strengthens educational functions such as open question answering, essay assessment, Socratic teaching, and emotional support based on the existing basic LLMs. Particularly, we learn domain-specific knowledge by pre-training on the educational corpus and stimulate various skills with tool use by fine-tuning on designed system prompts and instructions. Currently, EduChat is available online as an open-source project, with its code, data, and model parameters available on platforms (e.g., GitHub https://github.com/icalk-nlp/EduChat, Hugging Face https://huggingface.co/ecnu-icalk ). We also prepare a demonstration of its capabilities online (https://vimeo.com/851004454). This initiative aims to promote research and applications of LLMs for intelligent education.

Recent automatic curriculum learning algorithms, and in particular Teacher-Student algorithms, rely on the notion of learning progress, making the assumption that the good next tasks are the ones on which the learner is making the fastest progress or digress. In this work, we first propose a simpler and improved version of these algorithms. We then argue that the notion of learning progress itself has several shortcomings that lead to a low sample efficiency for the learner. We finally propose a new algorithm, based on the notion of mastering rate, that significantly outperforms learning progress-based algorithms.

Large Language Models, such as Generative Pre-trained Transformer 3 (aka. GPT-3), have been developed to understand language through the analysis of extensive text data, allowing them to identify patterns and connections between words. While LLMs have demonstrated impressive performance across various text-related tasks, they encounter challenges in tasks associated with reasoning. To address this challenge, Chain of Thought(CoT) prompting method has been proposed as a means to enhance LLMs' proficiency in complex reasoning tasks like solving math word problems and answering questions based on logical argumentative reasoning. The primary aim of this research is to assess how well four language models can grade reflective essays of third-year medical students. The assessment will specifically target the evaluation of critical thinking skills using CoT prompting. The research will provide the following contributions; to introduce and educate on the process of instructing models to evaluate reflective essays from a dataset they have not been previously trained on; to illustrate the use of CoT prompting as an instructional approach for training large models to carry out particular tasks. Our results suggest that among all the models, Llama-7b performs the least effectively, displaying the highest mean squared error. Conversely, ChatGPT emerges as the superior model, boasting a higher Cohen kappa score value of 0.53. Lastly, it's important to note that the selected models do prioritise user privacy by allowing users to delete their own conducted conversations.

Artificial neural networks (ANN) are inspired by human learning. However, unlike human education, classical ANN does not use a curriculum. Curriculum Learning (CL) refers to the process of ANN training in which examples are used in a meaningful order. When using CL, training begins with a subset of the dataset and new samples are added throughout the training, or training begins with the entire dataset and the number of samples used is reduced. With these changes in training dataset size, better results can be obtained with curriculum, anti-curriculum, or random-curriculum methods than the vanilla method. However, a generally efficient CL method for various architectures and data sets is not found. In this paper, we propose cyclical curriculum learning (CCL), in which the data size used during training changes cyclically rather than simply increasing or decreasing. Instead of using only the vanilla method or only the curriculum method, using both methods cyclically like in CCL provides more successful results. We tested the method on 18 different data sets and 15 architectures in image and text classification tasks and obtained more successful results than no-CL and existing CL methods. We also have shown theoretically that it is less erroneous to apply CL and vanilla cyclically instead of using only CL or only vanilla method. The code of Cyclical Curriculum is available at https://github.com/CyclicalCurriculum/Cyclical-Curriculum.

Our work presents a novel angle for evaluating language models' (LMs) mathematical abilities, by investigating whether they can discern skills and concepts enabled by math content. We contribute two datasets: one consisting of 385 fine-grained descriptions of K-12 math skills and concepts, or standards, from Achieve the Core (ATC), and another of 9.9K problems labeled with these standards (MathFish). Working with experienced teachers, we find that LMs struggle to tag and verify standards linked to problems, and instead predict labels that are close to ground truth, but differ in subtle ways. We also show that LMs often generate problems that do not fully align with standards described in prompts. Finally, we categorize problems in GSM8k using math standards, allowing us to better understand why some problems are more difficult to solve for models than others.

Providing high-quality feedback is crucial for student success but is constrained by time, cost, and limited data availability. We introduce Synthetic Educational Feedback Loops (SEFL), a novel framework designed to deliver immediate, on-demand feedback at scale without relying on extensive, real-world student data. In SEFL, two large language models (LLMs) operate in teacher--student roles to simulate assignment completion and formative feedback, generating abundant synthetic pairs of student work and corresponding critiques. We then fine-tune smaller, more computationally efficient LLMs on these synthetic pairs, enabling them to replicate key features of high-quality, goal-oriented feedback. Unlike personalized tutoring approaches that offer multi-turn, individualized instruction, SEFL specifically focuses on replicating the teacher-->student feedback loop for diverse assignments. Through both LLM-as-a-judge and human evaluations, we demonstrate that SEFL-tuned models outperform their non-tuned counterparts in feedback quality, clarity, and timeliness. These findings reveal SEFL's potential to transform feedback processes for higher education and beyond, offering an ethical and scalable alternative to conventional manual feedback cycles.

Can Large language models (LLMs) learn to reason without any weight update and only through in-context learning (ICL)? ICL is strikingly sample-efficient, often learning from only a handful of demonstrations, but complex reasoning tasks typically demand many training examples to learn from. However, naively scaling ICL by adding more demonstrations breaks down at this scale: attention costs grow quadratically, performance saturates or degrades with longer contexts, and the approach remains a shallow form of learning. Due to these limitations, practitioners predominantly rely on in-weight learning (IWL) to induce reasoning. In this work, we show that by using Prefix Tuning, LLMs can learn to reason without overloading the context window and without any weight updates. We introduce ReasonCACHE, an instantiation of this mechanism that distills demonstrations into a fixed key-value cache. Empirically, across challenging reasoning benchmarks, including GPQA-Diamond, ReasonCACHE outperforms standard ICL and matches or surpasses IWL approaches. Further, it achieves this all while being more efficient across three key axes: data, inference cost, and trainable parameters. We also theoretically prove that ReasonCACHE can be strictly more expressive than low-rank weight update since the latter ties expressivity to input rank, whereas ReasonCACHE bypasses this constraint by directly injecting key-values into the attention mechanism. Together, our findings identify ReasonCACHE as a middle path between in-context and in-weight learning, providing a scalable algorithm for learning reasoning skills beyond the context window without modifying parameters. Our project page: https://reasoncache.github.io/

Large reasoning models (LRMs) like OpenAI-o1 have shown impressive capabilities in natural language reasoning. However, these models frequently demonstrate inefficiencies or inaccuracies when tackling complex mathematical operations. While integrating computational tools such as Code Interpreters (CIs) offers a promising solution, it introduces a critical challenge: a conflict between the model's internal, probabilistic reasoning and the external, deterministic knowledge provided by the CI, which often leads models to unproductive deliberation. To overcome this, we introduce CoRT (Code-Optimized Reasoning Training), a post-training framework designed to teach LRMs to effectively utilize CIs. We propose Hint-Engineering, a new data synthesis strategy that strategically injects diverse hints at optimal points within reasoning paths. This approach generates high-quality, code-integrated reasoning data specifically tailored to optimize LRM-CI interaction. Using this method, we have synthesized 30 high-quality samples to post-train models ranging from 1.5B to 32B parameters through supervised fine-tuning. CoRT further refines the multi-round interleaving of external CI usage and internal thinking by employing rejection sampling and reinforcement learning. Our experimental evaluations demonstrate CoRT's effectiveness, yielding absolute improvements of 4\% and 8\% on DeepSeek-R1-Distill-Qwen-32B and DeepSeek-R1-Distill-Qwen-1.5B, respectively, across five challenging mathematical reasoning datasets. Moreover, CoRT significantly enhances efficiency, reducing token usage by approximately 30\% for the 32B model and 50\% for the 1.5B model compared to pure natural language reasoning baselines. The models and code are available at: https://github.com/ChengpengLi1003/CoRT.

Over the last decade, online lecture videos have become increasingly popular and have experienced a meteoric rise during the pandemic. However, video-language research has primarily focused on instructional videos or movies, and tools to help students navigate the growing online lectures are lacking. Our first contribution is to facilitate research in the educational domain, by introducing AVLectures, a large-scale dataset consisting of 86 courses with over 2,350 lectures covering various STEM subjects. Each course contains video lectures, transcripts, OCR outputs for lecture frames, and optionally lecture notes, slides, assignments, and related educational content that can inspire a variety of tasks. Our second contribution is introducing video lecture segmentation that splits lectures into bite-sized topics that show promise in improving learner engagement. We formulate lecture segmentation as an unsupervised task that leverages visual, textual, and OCR cues from the lecture, while clip representations are fine-tuned on a pretext self-supervised task of matching the narration with the temporally aligned visual content. We use these representations to generate segments using a temporally consistent 1-nearest neighbor algorithm, TW-FINCH. We evaluate our method on 15 courses and compare it against various visual and textual baselines, outperforming all of them. Our comprehensive ablation studies also identify the key factors driving the success of our approach.

Adapting one's thought process based on corrective feedback is an essential ability in human learning, particularly in collaborative settings. In contrast, the current large language model training paradigm relies heavily on modeling vast, static corpora. While effective for knowledge acquisition, it overlooks the interactive feedback loops essential for models to adapt dynamically to their context. In this work, we propose a framework that treats this interactive in-context learning ability not as an emergent property, but as a distinct, trainable skill. We introduce a scalable method that transforms single-turn verifiable tasks into multi-turn didactic interactions driven by information asymmetry. We first show that current flagship models struggle to integrate corrective feedback on hard reasoning tasks. We then demonstrate that models trained with our approach dramatically improve the ability to interactively learn from language feedback. More specifically, the multi-turn performance of a smaller model nearly reaches that of a model an order of magnitude larger. We also observe robust out-of-distribution generalization: interactive training on math problems transfers to diverse domains like coding, puzzles and maze navigation. Our qualitative analysis suggests that this improvement is due to an enhanced in-context plasticity. Finally, we show that this paradigm offers a unified path to self-improvement. By training the model to predict the teacher's critiques, effectively modeling the feedback environment, we convert this external signal into an internal capability, allowing the model to self-correct even without a teacher.

The traditional process of building interactive machine learning systems can be viewed as a teacher-learner interaction scenario where the machine-learners are trained by one or more human-teachers. In this work, we explore the idea of using a conversational interface to investigate the interaction between human-teachers and interactive machine-learners. Specifically, we examine whether teachable AI agents can reliably learn from human-teachers through conversational interactions, and how this learning compare with traditional supervised learning algorithms. Results validate the concept of teachable conversational agents and highlight the factors relevant for the development of machine learning systems that intend to learn from conversational interactions.

Flashcard schedulers are tools that rely on 1) student models to predict the flashcards a student knows; and 2) teaching policies to schedule cards based on these predictions. Existing student models, however, only use flashcard-level features, like the student's past responses, ignoring the semantic ties of flashcards. Deep Knowledge Tracing (DKT) models can capture semantic relations with language models, but are inefficient, lack content-rich datasets for evaluation, and require robust teaching policies. To address these issues, we design KARL, a DKT-inspired student model that uses retrieval and BERT embeddings for efficient and accurate student recall predictions. To test KARL, we collect a new dataset of diverse study history on trivia questions. KARL bests existing student models in AUC and calibration error. Finally, we propose a novel teaching policy that exploits the predictive power of DKT models to deploy KARL online. Based on 27 learners and 32 6-day study trajectories, KARL shows the ability to enhance medium-term educational learning, proving its efficacy for scheduling.

Large Language Models (LLMs) solely trained on next-token prediction learn to solve a wide range of problems involving mathematical reasoning. But how does this ability evolve during training? We show the first analysis of how mathematical reasoning abilities of several open-weight LLMs develop during pre-training and post-training. To this end, we construct MathCAMPS, a synthetic dataset of novel mathematical reasoning problems grounded in 44 fine-grained skills taken from the Common Core curriculum from K to 8th grades. In one experiment, we show that mathematical skills are learned during pre-training in an order that measurably correlates with the human-designed curriculum, even though training data are randomly ordered. We also show a detailed analysis of which mathematical abilities benefit from instruction tuning, a widely used post-training method and, in contrast, which skills suffer. Our work paves the way for an empirical understanding of LLM training dynamics in relation to reasoning.

When do machine learning systems fail to generalize, and what mechanisms could improve their generalization? Here, we draw inspiration from cognitive science to argue that one weakness of machine learning systems is their failure to exhibit latent learning -- learning information that is not relevant to the task at hand, but that might be useful in a future task. We show how this perspective links failures ranging from the reversal curse in language modeling to new findings on agent-based navigation. We then highlight how cognitive science points to episodic memory as a potential part of the solution to these issues. Correspondingly, we show that a system with an oracle retrieval mechanism can use learning experiences more flexibly to generalize better across many of these challenges. We also identify some of the essential components for effectively using retrieval, including the importance of within-example in-context learning for acquiring the ability to use information across retrieved examples. In summary, our results illustrate one possible contributor to the relative data inefficiency of current machine learning systems compared to natural intelligence, and help to understand how retrieval methods can complement parametric learning to improve generalization.

Knowledge distillation is a popular technique for training a small student network to emulate a larger teacher model, such as an ensemble of networks. We show that while knowledge distillation can improve student generalization, it does not typically work as it is commonly understood: there often remains a surprisingly large discrepancy between the predictive distributions of the teacher and the student, even in cases when the student has the capacity to perfectly match the teacher. We identify difficulties in optimization as a key reason for why the student is unable to match the teacher. We also show how the details of the dataset used for distillation play a role in how closely the student matches the teacher -- and that more closely matching the teacher paradoxically does not always lead to better student generalization.

In this paper, we systematically study the potential of pre-training with Large Language Model(LLM)-based document expansion for dense passage retrieval. Concretely, we leverage the capabilities of LLMs for document expansion, i.e. query generation, and effectively transfer expanded knowledge to retrievers using pre-training strategies tailored for passage retrieval. These strategies include contrastive learning and bottlenecked query generation. Furthermore, we incorporate a curriculum learning strategy to reduce the reliance on LLM inferences. Experimental results demonstrate that pre-training with LLM-based document expansion significantly boosts the retrieval performance on large-scale web-search tasks. Our work shows strong zero-shot and out-of-domain retrieval abilities, making it more widely applicable for retrieval when initializing with no human-labeled data.

Designing dialog tutors has been challenging as it involves modeling the diverse and complex pedagogical strategies employed by human tutors. Although there have been significant recent advances in neural conversational systems using large language models (LLMs) and growth in available dialog corpora, dialog tutoring has largely remained unaffected by these advances. In this paper, we rigorously analyze various generative language models on two dialog tutoring datasets for language learning using automatic and human evaluations to understand the new opportunities brought by these advances as well as the challenges we must overcome to build models that would be usable in real educational settings. We find that although current approaches can model tutoring in constrained learning scenarios when the number of concepts to be taught and possible teacher strategies are small, they perform poorly in less constrained scenarios. Our human quality evaluation shows that both models and ground-truth annotations exhibit low performance in terms of equitable tutoring, which measures learning opportunities for students and how engaging the dialog is. To understand the behavior of our models in a real tutoring setting, we conduct a user study using expert annotators and find a significantly large number of model reasoning errors in 45% of conversations. Finally, we connect our findings to outline future work.

Math word problems (MWPs) are critical K-12 educational tools, and customizing them to students' interests and ability levels can increase learning outcomes. However, teachers struggle to find time to customize MWPs for each student given large class sizes and increasing burnout. We propose that LLMs can support math education by generating MWPs customized to student interests and math education standards. To this end, we use a joint human expert-LLM judge approach to evaluate over 11,000 MWPs generated by open and closed LLMs and develop the first teacher-annotated dataset for standards-aligned educational MWP generation. We show the value of our data by using it to train a 12B open model that matches the performance of larger and more capable open models. We also use our teacher-annotated data to train a text classifier that enables a 30B open LLM to outperform existing closed baselines without any training. Next, we show our models' MWPs are more similar to human-written MWPs than those from existing models. We conclude by conducting the first study of customized LLM-generated MWPs with grade school students, finding they perform similarly on our models' MWPs relative to human-written MWPs but consistently prefer our customized MWPs.

Task semantics can be expressed by a set of input-to-output examples or a piece of textual instruction. Conventional machine learning approaches for natural language processing (NLP) mainly rely on the availability of large-scale sets of task-specific examples. Two issues arise: first, collecting task-specific labeled examples does not apply to scenarios where tasks may be too complicated or costly to annotate, or the system is required to handle a new task immediately; second, this is not user-friendly since end-users are probably more willing to provide task description rather than a set of examples before using the system. Therefore, the community is paying increasing interest in a new supervision-seeking paradigm for NLP: learning from task instructions. Despite its impressive progress, there are some common issues that the community struggles with. This survey paper tries to summarize and provide insights into the current research on instruction learning, particularly by answering the following questions: (i) What is task instruction, and what instruction types exist? (ii) How to model instructions? (iii) What factors influence and explain the instructions' performance? (iv) What challenges remain in instruction learning? To our knowledge, this is the first comprehensive survey about textual instructions.

The role of large language models (LLMs) in education is an increasing area of interest today, considering the new opportunities they offer for teaching, learning, and assessment. This cutting-edge tutorial provides an overview of the educational applications of NLP and the impact that the recent advances in LLMs have had on this field. We will discuss the key challenges and opportunities presented by LLMs, grounding them in the context of four major educational applications: reading, writing, and speaking skills, and intelligent tutoring systems (ITS). This COLING 2025 tutorial is designed for researchers and practitioners interested in the educational applications of NLP and the role LLMs have to play in this area. It is the first of its kind to address this timely topic.

Current language models are unable to quickly learn new concepts on the fly, often requiring a more involved finetuning process to learn robustly. Prompting in-context is not robust to context distractions, and often fails to confer much information about the new concepts. Classic methods for few-shot word learning in NLP, relying on global word vectors, are less applicable to large language models. In this paper, we introduce a novel approach named CoLLEGe (Concept Learning with Language Embedding Generation) to modernize few-shot concept learning. CoLLEGe is a meta-learning framework capable of generating flexible embeddings for new concepts using a small number of example sentences or definitions. Our primary meta-learning objective is simply to facilitate a language model to make next word predictions in forthcoming sentences, making it compatible with language model pretraining. We design a series of tasks to test new concept learning in challenging real-world scenarios, including new word acquisition, definition inference, and verbal reasoning, and demonstrate that our method succeeds in each setting without task-specific training.

Large Language Models (LLMs) perform complex reasoning by generating explanations for their predictions. However, a complementary goal of explanations is to also communicate useful knowledge that improves weaker agents. Hence, we investigate whether LLMs also make good teachers for weaker agents. In particular, we consider a student-teacher framework between two LLM agents and study if, when, and how the teacher should intervene with natural language explanations to improve the student's performance. Since communication is expensive, we define a budget such that the teacher only communicates explanations for a fraction of the data, after which the student should perform well on its own. We decompose the teaching problem along four axes: (1) if teacher's test time intervention improve student predictions, (2) when it is worth explaining a data point, (3) how the teacher should personalize explanations to better teach the student, and (4) if teacher explanations also improve student performance on future unexplained data. We first show that teacher LLMs can indeed intervene on student reasoning to improve their performance. Next, we propose a Theory of Mind approach, in which the teacher builds two few-shot mental models of the student. The first model defines an Intervention Function that simulates the utility of an intervention, allowing the teacher to intervene when this utility is the highest and improving student performance at lower budgets. The second model enables the teacher to personalize explanations for a particular student and outperform unpersonalized teachers. We also demonstrate that in multi-turn interactions, teacher explanations generalize and learning from explained data improves student performance on future unexplained data. Finally, we also verify that misaligned teachers can lower student performance to random chance by intentionally misleading them.

We propose a new learning paradigm called Deep Memory. It has the potential to completely revolutionize the Machine Learning field. Surprisingly, this paradigm has not been reinvented yet, unlike Deep Learning. At the core of this approach is the Learning By Heart principle, well studied in primary schools all over the world. Inspired by poem recitation, or by pi decimal memorization, we propose a concrete algorithm that mimics human behavior. We implement this paradigm on the task of generative modeling, and apply to images, natural language and even the pi decimals as long as one can print them as text. The proposed algorithm even generated this paper, in a one-shot learning setting. In carefully designed experiments, we show that the generated samples are indistinguishable from the training examples, as measured by any statistical tests or metrics.

Intelligent tutoring systems optimize the selection and timing of learning materials to enhance understanding and long-term retention. This requires estimates of both the learner's progress (''knowledge tracing''; KT), and the prerequisite structure of the learning domain (''knowledge mapping''). While recent deep learning models achieve high KT accuracy, they do so at the expense of the interpretability of psychologically-inspired models. In this work, we present a solution to this trade-off. PSI-KT is a hierarchical generative approach that explicitly models how both individual cognitive traits and the prerequisite structure of knowledge influence learning dynamics, thus achieving interpretability by design. Moreover, by using scalable Bayesian inference, PSI-KT targets the real-world need for efficient personalization even with a growing body of learners and learning histories. Evaluated on three datasets from online learning platforms, PSI-KT achieves superior multi-step predictive accuracy and scalable inference in continual-learning settings, all while providing interpretable representations of learner-specific traits and the prerequisite structure of knowledge that causally supports learning. In sum, predictive, scalable and interpretable knowledge tracing with solid knowledge mapping lays a key foundation for effective personalized learning to make education accessible to a broad, global audience.

Curriculum learning (CL), motivated by the intuition that learning in increasing order of difficulty should ease generalization, is commonly adopted both in pre-training and post-training of large language models (LLMs). The intuition of CL is particularly compelling for compositional reasoning, where complex problems are built from elementary inference rules; however, the actual impact of CL on such tasks remains largely underexplored. We present a systematic empirical study of CL for post-training of LLMs, using synthetic arithmetic and logical benchmarks where difficulty is characterized by reasoning complexity rather than surface-level proxies. Surprisingly, across multiple model families and curriculum schedules, we find no robust advantage in difficulty-based sequencing over standard random sampling in either accuracy or response length. These findings persist across both supervised fine-tuning (SFT) and reinforcement learning (RL) methods. Our study suggests that, in the context of deductive reasoning, the specific ordering of training examples plays a negligible role in achieving compositional generalization, challenging the practical utility of curriculum-based post-training.

In many practical applications, large language models (LLMs) need to incorporate new knowledge not present in their pre-training data. The primary methods for this are fine-tuning and retrieval-augmented generation (RAG). Although RAG has emerged as the industry standard for knowledge injection, fine-tuning has not yet achieved comparable success. In this paper, we propose a new fine-tuning technique for learning new knowledge and show that it can reach the performance of RAG. The proposed method is based on the self-distillation approach, which we call prompt distillation. First, we generate question-answer pairs about the new knowledge. Then, we fine-tune a student model on the question-answer pairs to imitate the output distributions of a teacher model, which additionally receives the new knowledge in its prompt. The student model is identical to the teacher, except it is equipped with a LoRA adapter. This training procedure facilitates distilling the new knowledge from the teacher's prompt into the student's weights.

We present a design framework called Conversational Learning with Analytical Step-by-Step Strategies (CLASS) for developing high-performance Intelligent Tutoring Systems (ITS). The CLASS framework aims to empower ITS with with two critical capabilities: imparting tutor-like step-by-step guidance and enabling tutor-like conversations in natural language to effectively engage learners. To empower ITS with the aforementioned capabilities, the CLASS framework employs two carefully curated synthetic datasets. The first scaffolding dataset encompasses a variety of elements, including problems, their corresponding subproblems, hints, incorrect solutions, and tailored feedback. This dataset provides ITS with essential problem-solving strategies necessary for guiding students through each step of the conversation. The second conversational dataset contains simulated student-tutor conversations that involve the application of problem-solving strategies learned from the first dataset. In the second dataset, the tutoring system adheres to a pre-defined response template, which helps to maintain consistency and structure in ITS's responses during its interactions. This structured methodology facilitates seamless integration of user feedback and yields valuable insights into ITS's internal decision-making process, allowing for continuous refinement and improvement of the system. We also present a proof-of-concept ITS, referred to as SPOCK, trained using the CLASS framework with a focus on college level introductory biology content. A carefully constructed protocol was developed for SPOCK's preliminary evaluation, examining aspects such as the factual accuracy and relevance of its responses. Experts in the field of biology offered favorable remarks, particularly highlighting SPOCK's capability to break down questions into manageable subproblems and provide step-by-step guidance to students.

Educational chatbots are a promising tool for assisting student learning. However, the development of effective chatbots in education has been challenging, as high-quality data is seldom available in this domain. In this paper, we propose a framework for generating synthetic teacher-student interactions grounded in a set of textbooks. Our approaches capture one aspect of learning interactions where curious students with partial knowledge interactively ask a teacher questions about the material in the textbook. We highlight various quality criteria that such dialogues should fulfill and compare several approaches relying on either prompting or fine-tuning large language models. We use synthetic dialogues to train educational chatbots and show benefits of further fine-tuning in different educational domains. However, human evaluation shows that our best data synthesis method still suffers from hallucinations and tends to reiterate information from previous conversations. Our findings offer insights for future efforts in synthesizing conversational data that strikes a balance between size and quality. We will open-source our data and code.

Supervised fine-tuning enhances the problem-solving abilities of language models across various mathematical reasoning tasks. To maximize such benefits, existing research focuses on broadening the training set with various data augmentation techniques, which is effective for standard single-round question-answering settings. Our work introduces a novel technique aimed at cultivating a deeper understanding of the training problems at hand, enhancing performance not only in standard settings but also in more complex scenarios that require reflective thinking. Specifically, we propose reflective augmentation, a method that embeds problem reflection into each training instance. It trains the model to consider alternative perspectives and engage with abstractions and analogies, thereby fostering a thorough comprehension through reflective reasoning. Extensive experiments validate the achievement of our aim, underscoring the unique advantages of our method and its complementary nature relative to existing augmentation techniques.

Supervised learning relies on annotated data, which is expensive to obtain. A longstanding strategy to reduce annotation costs is active learning, an iterative process, in which a human annotates only data instances deemed informative by a model. Large language models (LLMs) have pushed the effectiveness of active learning, but have also improved methods such as few- or zero-shot learning, and text synthesis - thereby introducing potential alternatives. This raises the question: has active learning become obsolete? To answer this fully, we must look beyond literature to practical experiences. We conduct an online survey in the NLP community to collect previously intangible insights on the perceived relevance of data annotation, particularly focusing on active learning, including best practices, obstacles and expected future developments. Our findings show that annotated data remains a key factor, and active learning continues to be relevant. While the majority of active learning users find it effective, a comparison with a community survey from over a decade ago reveals persistent challenges: setup complexity, estimation of cost reduction, and tooling. We publish an anonymized version of the collected dataset